A multidimensional structure of domain-specific problem-solving competencies of electronics technicians for automation technology

Abstract

Background:The ASCOT research initiative funded by the Federal Ministry of Education and Research had the objective to measure vocational competencies in high-quality jobs. To adequately assess these it is important to offer authentic situations, similar to real-life (working) situations. Whether domain-specific problem-solving competencies are a unidimensional or a multidimensional construct has far reaching implications in vocational education e.g., regarding valid assessment of performance in the final exam at the end of vocational training. This article deals with the structure of problemsolving competencies of electronics technicians for automation technology at the end of their apprenticeship.Methods: Realistic problems with the focus on professional activities such as programming (constructive problem-solving) and troubleshooting a programmable logic controller (analytical problem-solving) were employed to measure domain-specific problem-solving competencies. Based on the results structural equation models were calculated and different models are compared for goodness of fit with consideration to content knowledge and fluid intelligence as predictors. Results:Our results document a two-dimensional structure of domain-specific problem-solving consisting of an analytical and a constructive dimension. This twodimensional structure remains stable even if content knowledge and fluid intelligence are included as predictors for the domain specific problem-solving competencies (Figs. 1, 5, 6). Only knowledge areas, which are relevant to the problem-solving situation, were predictive for the analytical and constructive problem-solving competencies. Fluid intelligence has a direct effect on both domain-specific problem-solving competencies but the influence is considerably lower when compared to relevant content knowledge. Conclusion:Based on these findings the final exam at the end of the apprenticeship needs to enclose an appropriate amount of both subdimensions of domain-specific problem-solving competencies. As a practical implication both dimensions have to be supported in addition to the teaching of content knowledge.

Berufliche Kompetenzen von Geflüchteten erkennen? Exemplarische Befunde zur Kompetenzmessung im Bereich der Metallbearbeitung und Metallverarbeitung

“…B. Walker et al 2016;. Der zweite Ansatz -der in der vorliegenden Arbeit näher beleuchtet wird -basiert auf Fragen zu Arbeitshandlungen, -prozessen und -produkten, die in Hinblick auf eine Problemsituation zu beantworten sind, welche über Texte, Bilder und Videos dargestellt wird 3 (z.…”

Relevance of professional experience and vocational knowledge for solving problems—an analysis of perspective electrical engineering technicians

“…In der im Folgenden vorgestellten Studie, die mit (angehenden) staatlich geprüften Technikern und Technikerinnen der Elektrotechnik im Verlauf der Fortbildung durchgeführt wurde, wurde der Anspruch auf eine testbasierte, problembezogene Leistungserfassung im Rückgriff auf einen fachlichen Problemlösetest eingelöst, für den an anderer Stelle gezeigt werden konnte, dass er die analytische Problemlösekompetenz objektiv, reliabel und valide abbilden kann (Walker et al 2016). Zugleich wurden die beruflichen Erfahrungen nicht nur über die Tätigkeitsdauer, sondern inhaltsbezogen erfasst, so dass belastbare Aussagen zur Erklärungskraft der Tätigkeitserfahrungen erwartet werden können.…”

“…In ergänzenden Analysen (vgl. Velten et al 2018) wurde wie in anderen Studien (Nickolaus et al 2016;Walker et al 2016) deutlich, dass vor allem jene Fachwissensbereiche für die Fehlerdiagnoseleistungen erklärungsrelevant werden, die auch inhaltlich enge Bezüge zur Fehlerdiagnose besitzen. Das Grundlagenwissen wird dafür nicht erklärungsrelevant, ist allerdings notwendig für den Aufbau des fachlichen Spezialwissens, wie es in den anderen Subdimensionen des Fachwissens Ausdruck findet.…”

Teaching Microprocessors through Troubleshooting Problem-Solving at Technical High Schools

“…The student solving a troubleshooting task must also understand how the device or procedure works (e.g. understand the computer program) [22]. Also, the representation is very important in troubleshooting problems because they often require the integration of verbal and pictorial information.…”

“…By developing problem-solving skills, technicians will become more adept at troubleshooting problems [19]. [15,22] described troubleshooting as a task that deals with problem-solving skills that are specific to a domain (e.g. computer programming) and described that the task of troubleshooting is to locate the problem or malfunction in a system that is not working properly and then to repair or replace the faulty part or component.…”