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The ability to solve complex problems is one of the key competencies in science. But until now, little research on students' progressions in scientific problem solving has been conducted. This study addresses the following research question: Which factors can be distinguished in order to describe the structure of the ability to solve scientific problems and how does this ability develop across grade levels? Within a cross-sectional survey, we used computer-based assessment tools to capturedoi:10.1016/j.sbspro.2014.01.1142 fatcat:npkgfhug3fcwvn2vt5amqe72m4