The acquisition of problem solving competence: evidence from 41 countries that math and science education matters

Abstract

Background: On the basis of a ‘problem solving as an educational outcome’ point of view, we analyse the contribution of math and science competence to analytical problem-solving competence and link the acquisition of problem solving competence to the coherence between math and science education. We propose the concept of math-science coherence and explore whether society-, curriculum-, and school-related factors confound with its relation to problem solving. Methods: By using the PISA 2003 data set of 41 countries, we apply multilevel regression and confounder analyses to investigate these effects for each country. Results: Our results show that (1) math and science competence significantly contribute to problem solving across countries; (2) math-science coherence is significantly related to problem solving competence; (3) country-specific characteristics confound this relation; (4) math-science coherence is linked to capability under-utilisation based on science performance but less on math performance. Conclusions: In sum, low problem solving scores seem a result of an impeded transfer of subjectspecific knowledge and skills (i.e., under-utilisation of science capabilities in the acquisition of problem solving competence), which is characterised by low levels of math-science coherence.