Collaborative problem-solving (CPS) skills are recognised as an essential aspect of 21st century skills and STEM education. In the STEM framework, students’ CPS skills in the learning process need to be appropriately monitored, yet assessment tools for students’ CPS skills are currently not widely developed in chemistry. This study aimed to develop and validate the assessment tool for measuring high school students’ collaborative problem-solving skills in chemistry (CPS-C). Fifty-two students participated in the assessment, which included tasks on Coke Titration, Fruit Battery, and Soap Making. The data were analyzed using Multidimensional Item Response Theory (MIRT) models and the Generalized Partial Credit Model (GPCM). The results indicated that the CPS-C tool showed good internal consistency and item fit. Additionally, ten students were interviewed, and the interview content was analyzed using MAXQDA, emphasizing the importance of providing clear and concise instructions, reducing the number of tasks, and offering meaningful and relevant options. Moreover, this study also validated the reliability of cognitive ability tests, mental load and effort tests, and interest and motivation tests. The results showed satisfactory reliability for all tests except for the mental load and effort tests, which had a lower reliability coefficient of 0.68. Despite some limitations, the CPS-C tool showed great potential for effectively assessing CPS skills. Further research is needed to validate the tool’s effectiveness and reliability across larger, more diverse samples and different cultural contexts.

Collaborative problem-solving (CPS) skills are recognized as an essential aspect of 21st-century skills and STEM education. This study investigates the CPS skills of high school students from Germany and China within the context of chemistry. A total of 594 students, aged 15, were selected, comprising 249 females and 345 males. The German participants were drawn from five public high schools in Berlin, while the Chinese participants were selected from two high schools in Zhejiang. The assessment tool, developed based on the PISA frameworks and refined through pilot testing, was used to assess students’ CPS skills. The study found that Chinese students significantly outperformed their German counterparts in CPS tasks, exhibiting higher average scores and more consistent performance levels. Gender differences were also noted, with female students in both countries outperforming males. The analysis highlighted cultural influences on education, with the collectivist culture in China fostering stronger CPS skills compared to the individualistic tendencies in Germany. These findings suggest that cultural and gender differences need to be taken into account when developing and improving CPS skills. Future research will explore additional factors influencing CPS skills, such as student interest and motivation, to further understand and improve educational practices globally.

As a key part of 21st-century skills, collaborative problem-solving (CPS) skills have been recognized as critical to both academic achievement and professional success. This paper explores the multifaceted influences on CPS skills among ninth-grade students in Germany and tenth-grade students in China within the context of chemistry education. Methodologically, a chemical assessment tool, CPS-C, was developed based on the CPS framework of PISA 2015, and various factors including cognitive ability, prior knowledge, motivation, mental load, stress, and CPS were measured. Results revealed significant differences between German and Chinese students across these factors, highlighting cultural and educational difference. Structural equation modeling (SEM) analysis demonstrated the intricate relationships between these factors and CPS performance, underscoring the importance of prior knowledge, cognitive ability, and motivation in enhancing CPS skills while revealing the detrimental effects of stress on performance. Additionally, CPS skills in chemistry exhibited positive correlations with academic performance in Biology, Physics, and Mathematics, indicating the transferability of CPS skills across disciplines. Overall, this study contributes to our understanding of CPS in diverse cultural and educational contexts, offering insights for educators and policymakers to design effective instructional strategies for fostering CPS skills in chemistry education.

As a key part of 21st-century skills, collaborative problem-solving (CPS) skills have been recognized as critical to both academic achievement and professional success. This paper explores the multifaceted influences on CPS skills among ninth-grade students in Germany and tenth-grade students in China within the context of chemistry education. Methodologically, a chemical assessment tool, CPS-C, was developed based on the CPS framework of PISA 2015, and various factors including cognitive ability, prior knowledge, motivation, mental load, stress, and CPS were measured. Results revealed significant differences between German and Chinese students across these factors, highlighting cultural and educational difference. Structural equation modeling (SEM) analysis demonstrated the intricate relationships between these factors and CPS performance, underscoring the importance of prior knowledge, cognitive ability, and motivation in enhancing CPS skills while revealing the detrimental effects of stress on performance. Additionally, CPS skills in chemistry exhibited positive correlations with academic performance in Biology, Physics, and Mathematics, indicating the transferability of CPS skills across disciplines. Overall, this study contributes to our understanding of CPS in diverse cultural and educational contexts, offering insights for educators and policymakers to design effective instructional strategies for fostering CPS skills in chemistry education.