PISA 2012 Results: Creative Problem Solving (Volume V)

Impact of Cognitive Abilities and Prior Knowledge on Complex Problem Solving Performance – Empirical Results and a Plea for Ecologically Valid Microworlds

“…MCS have been proposed as a tool for assessing 21st Century skills (Greiff et al, 2014) and were applied in the international large-scale study PISA to assess general problem-solving skills (OECD, 2014). They have further been proposed as training tools and evaluation instruments for these skills (e.g., Greiff et al, 2013a; Herde et al, 2016).…”

“…This development ultimately culminated in the minimally complex systems (MCS) approach (Greiff et al, 2012), also known as the multiple complex systems approach (e.g., Greiff et al, 2015a). This approach has recently become prominent in educational psychology (e.g., Greiff et al, 2013b; Sonnleitner et al, 2013; Kretzschmar et al, 2014; OECD, 2014; Csapó and Molnár, 2017). In addition, this shift has led to the question of what are and are not complex problems, with some researchers questioning the relevance of MCS as a tool for CPS research and the validity of the conclusions drawn from them (e.g., Funke, 2014; Dörner and Funke, 2017; Funke et al, 2017; Kretzschmar, 2017).…”

Becoming more specific: Measuring and modeling teachers' perceived usefulness of ICT in the context of teaching and learning

“…The development of students' digital competences has become an important goal in 21st century education (Griffin, Care, & McGaw, 2012;OECD, 2014;Trist an-L opez & Ylizaliturri-Salcedo, 2014). Recent educational research is therefore concerned with the determinants of students' digital competences on the one hand (Aesaert, van Nijlen, Vanderlinde, & van Braak, 2014;Fraillon, Ainley, Schulz, Friedman, & Gebhardt, 2014;Fraillon, Schulz, & Ainley, 2013;Kikis, Scheuermann, & Villalba, 2009); and teachers' integration of ICT in classrooms on the other hand (Donnelly, McGarr, & O'Reilly, 2011;Hern andez-Ramos, Martínez-Abad, GarcíaPeñalvo, HerreraGarcía, & Rodríguez-Conde, 2014;Sang, Valcke, van Braak, & Tondeur, 2010;Teo, 2011a).…”

Optimalisasi Penggunaan Lego Dalam Pembelajaran Matematika SMP Untuk Mendukung Implementasi Kurikulum 2013

“…Hal ini ditunjukkan oleh hasil studi Trends in International Mathematics and Science Education (TIMSS) yang menempatkan Indonesia pada rangking 38 dari 42 negara, dengan rata-rata skor matematika siswa di bawah rata-rata skor internasional (Provasnik, Stephen ;Kastberg, David ;Ferraro, David ;Lemanski, Nita ;Roey, Stephen ;Jenkins, 2013). Sementara itu, berdasarkan studi tiga tahunan Program for International Students Assessment (PISA), pada tahun 2012 Indonesia menempati posisi 64 dari 65 negara, jauh di bawah Singapura (rangking 2), Vietnam (rangking 17), Thailand (rangking 50), dan Malaysia (rangking 52) (OECD, 2014).…”