PISA 2015 and collaborative problem solving: the results of portuguese students

• Autor(a) principal: Rosa, Vitor Alberto
• Data de Publicação: 2022
• Outros Autores: Maia, João Sampaio, Mascarenhas, Daniela
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34620/eduser.v14i1.177
• topic: PISA; Literacy; Collaborative Problem Solving; NUTS III; PISA; Literacias; Resolução Colaborativa de Problemas; NUTS III

In this article we present an analysis of one of the literacy domains of the Programme for International Student Assessment (PISA): Collaborative Problem Solving (CPR). Compared to other literacies assessed by PISA (Reading, Science, Mathematics, Finance), CPR has been little studied in Portugal. We use an interpretative methodology based on reports and databases produced by different organisations. The results reveal that Portugal is at the top of the scale in relation to valuing relationships and valuing teamwork, pointing out that Portuguese students feel socially integrated in schools at this educational level. With regard to gender differences, it can be seen that boys obtain lower global assessments than girls, following the international trends. The analysis also revealed that there is a differentiation between regions of NUTS III.