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The relation between teachers’ emphasis on the development of students’ digital information and communication skills and computer self-efficacy: the moderating roles of age and gender

moderating roles of age and gender Fazilat Siddiq 1 Ronny Scherer 0 0 Centre for Educational Measurement at the University of Oslo (CEMO), Faculty of Educational Sciences, University of Oslo , Blindern

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

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...

Developing a computer-based assessment of complex problem solving in Chemistry

Background Complex problem-solving competence is regarded as a key construct in science education. But due to the necessity of using interactive and intransparent assessment procedures, appropriate measures of the construct are rare. This paper consequently presents the development and validation of a computer-based problem-solving environment, which can be used to assess...

The Quest for Comparability: Studying the Invariance of the Teachers’ Sense of Self-Efficacy (TSES) Measure across Countries

Teachers’ self-efficacy is an important motivational construct that is positively related to a variety of outcomes for both the teachers and their students. This study addresses challenges associated with the commonly used ‘Teachers’ Sense of Self-Efficacy (TSES)’ measure across countries and provides a synergism between substantive research on teachers’ self-efficacy and the...