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The CPS group allocated more time to the online problem-solving solution, evidence-based reasoning, simulation and data reporting than the IPS group. Both CPS and IPS affected high-achievers' problem-solving performance to the same extent. Nonetheless, CPS was more effective in maximizing low-achievers' problem-solving performance and minimizing the discrepancy between high- and low-achievers than IPS, possibly because low-achievers in CPS group requested and received more support from high-achieving students. Regression analysis indicated that students' online problem-solving solution significantly predict their posttest performance in the physics concept test and physics problem-solving test.<\/jats:p>","DOI":"10.1007\/s11412-023-09407-y","type":"journal-article","created":{"date-parts":[[2023,12,27]],"date-time":"2023-12-27T02:01:52Z","timestamp":1703642512000},"page":"489-512","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":6,"title":["Can CPS better prepare 8th graders for problem-solving in electromagnetism and bridging the gap between high- and low-achievers than IPS?"],"prefix":"10.1007","volume":"18","author":[{"given":"Jiun-Wei","family":"Guo","sequence":"first","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0002-5316-4426","authenticated-orcid":false,"given":"Hsiao-Ching","family":"She","sequence":"additional","affiliation":[]},{"given":"Meng-Jun","family":"Chen","sequence":"additional","affiliation":[]},{"given":"Pei-Yi","family":"Tsai","sequence":"additional","affiliation":[]}],"member":"297","published-online":{"date-parts":[[2023,12,27]]},"reference":[{"key":"9407_CR1","doi-asserted-by":"publisher","first-page":"75","DOI":"10.1016\/j.edurev.2007.05.001","volume":"2","author":"P Adey","year":"2007","unstructured":"Adey, P., Csapo, B., Demetriou, A., Hautamaki, J., & Shayer, M. 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