These tendencies might lead to a weaker contribution of science education to the development of problem solving competence (Abd-El-Khalick et al. [2004]).
This paper presents the results obtained with the implementation of a series of learning activities based on Mobile Serious Games (MSGs) for the development of problem solving and collaborative skills in Chilean 8th grade students.
Likewise, an implicit temporal discretization is used for the parabolic terms including Navier Stokes viscosity which we address separately through the development of a method for solving the heat diffusion equations.
We propose that learning TRIZ leads to the development of problem solving skills.
The effective utilization of certain tools can even impact the long-term development of problem solving ability.
Sufficiently high levels of math-science coherence could facilitate the emergence of educational synergisms, which positively affect the development of problem solving competence.
Testing the Capability-Utilisation Hypothesis enabled us to identify what may contribute to varying levels of math-science coherence and ultimately the development of problem solving competence.
This suggests that, on average, all countries sufficiently utilise their students' math capabilities in facilitating the development of problem solving competence (i.e., transfer).
Recent curricular reforms have therefore shifted towards the development of problem solving abilities in school (Gallagher et al. [2012]; Koeppen et al. [2008]).
At the same time, an integrated science curriculum with a coordinated allocation of resources may promote inquiry-based experiments in science courses, which is assumed to be beneficial for the development of problem solving within and across domains.
