The objective of this study was to elucidate elementary school students' (9-11 years of age) system competence. Starting from systems theory, a framework for system competence assessment was developed to analyse the relevant abilities. This framework describes the skills for system modelling and the ability to deal with system properties. In a pre/post-test-design 363 elementary school students were tested. Questionnaires and concept maps were applied to answer the research questions whether they are capable of creating a model of a given biological system and of recognizing specific system properties. The results indicate that elementary school students already show system competence in the tested domain "system stork". Their system organisation abilities were higher than their abilities to deal with system properties, such as predicting the consequences of changes or assessing complex effects in a system. Theoretical background Systems theoryIn science epistemology, different ways to gain knowledge about the world can be distinguished. Two basic ones are the analytical and the systemic approach. In science class the analytical approach is very common. Complex structures are often separated into discrete elements (e.g. an organism into its organs) and the functions of these elements are analysed separately (e.g. the heart, the stomach or the lung). However, to understand the complexity of scientific systems such an analytical approach has to be accomplished by a systemic view (AAAS, 2009;KMK, 2005; NSC, 1999). The systemic view looks for the interactions between the discrete elements to explain the function of the whole (e.g. the interaction of the blood-system, the distribution of oxygen). Thus, System competence -Are elementary students able to deal with a biological system? Dr. Cornelia Sommer is scientist at the Leibniz Institute for Science and Mathematics Education at Kiel University (IPN) in the Department of Biology Education. Her main research interest is the development of primary students' competences. She is also engaged in developing teaching materials to enhance students' scientific competencies.Dr. Markus Lücken is psychologist at the Leibniz Institute for Science and Mathematics Education at Kiel University (IPN) in theDepartment of Biology Education Since 2004, his main field in research has been the evaluation of empirical research projects as well as the implementation of science education materials.Both authors collaborated in the project "Research dialogue: System Earth" which was financed by the BMBF (German Federal Ministry of Education and Research) and carried out at the IPN. Its goal was to foster primary school students' system competences in the field of System Earth. The following article summarises results of an empirical study conducted in this context. 6(2), 2010 the systemic view is a necessary epistemology in science. Hence, science education has to foster the understanding of systems. The difficulty in this demand is to describe clearly, what is meant by "fostering th...

Im Mittelpunkt dieses Beitrages steht die Gegenüberstellung der Kompetenzstände vergleichbarer Schüler*innen-Kohorten in den Bereichen Deutsch-Leseverstehen und Mathematik vor und während der Corona-Pandemie. Als Ersatz für die verpflichtenden und jährlich durchgeführten KERMIT-Testungen (Kompetenzen ermitteln) wurden den Hamburger Schulen die Testinstrumente LERNSTAND und FLIP (Flexible Lernstandserhebung in Pandemiezeiten) zur Messung der Lese- und Mathematikkompetenz zur Verfügung gestellt. FLIP und LERNSTAND ermöglichen es, die Kompetenzstände der Schüler*innen ausgewählter Klassenstufen des Schuljahres 2020/21 mit denen des Schuljahres 2019/20 zu vergleichen und auf diese Weise abzuschätzen, ob die Corona-bedingten Veränderungen im Unterrichtsgeschehen zu geringeren Kompetenzständen und/oder einer Vergrößerung sozialer Disparitäten geführt haben. Im Beitrag werden die LERNSTAND-Ergebnisse in Jahrgang 4 und 5 berichtet und mit den Ergebnissen aus KERMIT 3 und KERMIT 5 des Jahres 2019 verglichen.

No abstract

The experiment (N=80) tested whether the effectiveness of intragroup respect is moderated by structural (in)equality between the self and the rest of one's group. Equality (restricted vs. full rights) and respect (disrespect vs. respect) were manipulated as independent variables, while collective identification and willingness to engage in group-serving behaviour were the main dependent variables. Moderation was confirmed such that the positive effects of respect were more pronounced among group members with restricted rights than among group members with full rights. Moreover, respect fully compensated for the initial deficit in self-perception as a fully fledged group member. However, there was also some indication that, when money is at stake, formal guarantees of equality may be necessary for respect to have a facilitative effect on individual sacrifices for the sake of the group. The practical and political implications of the results are discussed.