Dynamische Problemlösekompetenz

Abele, Stephan; Greiff, Samuel; Gschwendtner, Tobias; Wüstenberg, Sascha; Nickolaus, Reinhold; Nitzschke, Alexander; Funke, Joachim

doi:10.1007/s11618-012-0277-9

Cited by 20 publications

(3 citation statements)

References 18 publications

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“…Correlations (adjusted for measurement error) between the facets have typically been well above .60 (Greiff et al, 2013;Kröner et al, 2005;Schweizer et al, 2013;Sonnleitner et al, 2013;Wüstenberg et al, 2012). Whereas those researchers who consider CPS to be a multidimensional construct derive only facet-specific scores, other researchers are solely interested in a global CPS score (e.g., PISA 2012; Abele et al, 2012;OECD, 2010). In particular, these latter researchers conceive of CPS as a hierarchical construct where a general CPS skill explains the intercorrelations among the facets (Sonnleitner et al, 2013).…”

Section: Figure 1 (Opposite)mentioning

confidence: 99%

“…Whereas those researchers who consider CPS to be a multidimensional construct derive only facet-specific scores, other researchers are solely interested in a global CPS score (e.g., PISA 2012; Abele et al, 2012; OECD, 2010). In particular, these latter researchers conceive of CPS as a hierarchical construct where a general CPS skill explains the intercorrelations among the facets (Sonnleitner et al, 2013).…”

Section: Complex Problem Solving: Computer-based Assessment and Perfo...mentioning

confidence: 99%

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Differential relations between facets of complex problem solving and students’ immigration background.

Sonnleitner¹,

Brunner²,

Keller³

et al. 2014

Journal of Educational Psychology

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Whereas the assessment of complex problem solving (CPS) has received increasing attention in the context of international large-scale assessments, its fairness in regard to students' cultural background has gone largely unexplored. On the basis of a student sample of 9th-graders (N ϭ 299), including a representative number of immigrant students (N ϭ 127), the present study evaluated (a) whether CPS can be assessed fairly among students with or without immigration background and (b) whether achievement differences between these groups exist. Results showed that fair assessment of CPS is possible using the Genetics Lab, a computer-based microworld that incorporates game-like characteristics and multilingualfriendly features. Immigrant students were generally outperformed by their nonimmigrant peers, but performance differences can largely be explained by differential enrollment in lower academic tracks. Interestingly, CPS scales were less affected by students' educational background than a traditional paper-pencil-based reasoning scale. Moreover, a fine-grained analysis of different facets of CPS showed that irrespective of the academic track, immigrant students demonstrated a more efficient task exploration behavior than their native peers (d ϭ 0.26). In sum, this might point to the potential of computer-based assessment of CPS to identify otherwise hidden cognitive potential in immigrant students.

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Section: Figure 1 (Opposite)mentioning

confidence: 99%

Section: Complex Problem Solving: Computer-based Assessment and Perfo...mentioning

confidence: 99%

Differential relations between facets of complex problem solving and students’ immigration background.

Sonnleitner¹,

Brunner²,

Keller³

et al. 2014

Journal of Educational Psychology

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“…This kind of "context specificity", which is relevant for solving concrete situations, is also mentioned in psychological studies (Funke 2003;Jonassen 2000). Abele et al (2012) tested the influence of fluid intelligence (Weiß 2006), and content knowledge on the domain-specific analytical problem-solving competencies of car mechatronics and electronics technicians for building technology. The results document that fluid intelligence has only an indirect effect on domain-specific analytical problemsolving competencies ).…”

Section: Findings For the Occupations Of Car Mechatronics And Electromentioning

confidence: 96%

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

Walker

Link

Nickolaus

2016

Empirical Res Voc Ed Train

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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.

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Developing and Assessing Sustainability Competences in the Context of Education for Sustainable Development

Rieckmann

2022

Education for Sustainable Development in Primary and Secondary Schools

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Dynamische Problemlösekompetenz

Cited by 20 publications

References 18 publications

Differential relations between facets of complex problem solving and students’ immigration background.

Differential relations between facets of complex problem solving and students’ immigration background.

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

Developing and Assessing Sustainability Competences in the Context of Education for Sustainable Development

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