Kompetenzmodellierung: Struktur, Konzepte und Forschungszugänge des DFG-Schwerpunktprogramms

Fleischer, Jens; Koeppen, Karoline; Kenk, Martina; Klieme, Eckhard; Leutner, Detlev

doi:10.1007/s11618-013-0379-z

Cited by 55 publications

(17 citation statements)

References 29 publications

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“…Competencies are acquired and applied in a specific domain (cf. Fleischer et al, 2013;Klieme et al, 2008). Furthermore, in scientific subjects such as biology, chemistry, and physics models are used in different ways.…”

Section: Discussionmentioning

confidence: 99%

“…In this regard, the cognitive component is a basis for successfully solving demanding problems in various situations (cf. Fleischer, Koeppen, Kenk, Klieme, & Leutner, 2013;Klieme et al, 2008;Weinert, 2001). Notably, the authors support the idea that the understanding of models, the handling of models (Louca et al, 2011;Schwarz et al, 2009), as well as social components (Oh & Oh, 2011;Schwarz et al, 2009) are intertwined and thus cannot exist in isolation.…”

Section: Different Framework For Learners' Understandings Of Models mentioning

confidence: 99%

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Assessing Students' Understandings of Biological Models and their Use in Science to Evaluate a Theoretical Framework

Grünkorn

Belzen

Krüger

2014

International Journal of Science Education

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Research in the field of students' understandings of models and their use in science describes different frameworks concerning these understandings. Currently, there is no conjoint framework that combines these structures and so far, no investigation has focused on whether it reflects students' understandings sufficiently (empirical evaluation). Therefore, the purpose of this article is to present the results of an empirical evaluation of a conjoint theoretical framework. The theoretical framework integrates relevant research findings and comprises five aspects which are subdivided into three levels each: nature of models, multiple models, purpose of models, testing, and changing models. The study was conducted with a sample of 1,177 seventh to tenth graders (aged 11-19 years) using open-ended items. The data were analysed by identifying students' understandings of models (nature of models and multiple models) and their use in science (purpose of models, testing, and changing models), and comparing as well as assigning them to the content of the theoretical framework. A comprehensive category system of students' understandings was thus developed. Regarding the empirical evaluation, the students' understandings of the nature and the purpose of models were sufficiently described by the theoretical framework. Concerning the understandings of multiple, testing, and changing models, additional initial understandings (only one model possible, no testing of models, and no change of models) need to be considered. This conjoint and now empirically tested framework for students' understandings can provide a common basis for future science education research. Furthermore, evidence-based indications can be provided for teachers and their instructional practice.

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Section: Discussionmentioning

confidence: 99%

Section: Different Framework For Learners' Understandings Of Models mentioning

confidence: 99%

Assessing Students' Understandings of Biological Models and their Use in Science to Evaluate a Theoretical Framework

Grünkorn

Belzen

Krüger

2014

International Journal of Science Education

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“…Die Beziehung zwischen Lösungswahrscheinlichkeit, Fähigkeit des Schülers/der Schülerin und Schwierigkeit der Aufgabe ist für das Feedback von entscheidender Bedeutung. Dadurch lässt sich das Feedback mit Bezug zu einem Kompetenzmodell interpretieren, das den Aufbau von Wissen und Können zusammenfasst und illustriert (Fleischer, Koeppen, Kenk, Klieme & Leutner, 2013 (McElvany & Rjosk, 2013). Digitale Technologien können zwar einen substanziellen Beitrag für erfolgreichen Unterricht leisten, jedoch nur dann, wenn die Lehrpersonen entsprechend ausgebildet werden.…”

Section: Lernfortschritte Sichtbar Machenunclassified

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Berger¹,

Moser²

2020

jlb 01-2020

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“…Every measuring instrument/method to be used for the diagnosis of competencies is based on a theoretical competency model (Hartig and Klieme 2006). For such a competency model to serve as the foundation, it must be sufficiently specific with regard to the degree of abstraction (Fleischer et al 2013). To this end, it is necessary to determine the corresponding competencies as well as the associated areas of action and their requirements as precisely as possible to ensure that a task construction oriented to these can be carried out within the framework of assessment development (Klotz 2015;Seeber 2016).…”

Section: Operationalization Of Financial Literacymentioning

confidence: 99%

The influence of informal learning opportunities on adolescents’ financial literacy

Rudeloff

2019

Empirical Res Voc Ed Train

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In today's modern service society, the population's financial literacy is becoming increasingly important. The ability to deal with money and financial issues has long since ceased to play a role for only adults, but is relevant for even adolescents. Nowadays, adolescents are exposed to financial services earlier and earlier, such as within the framework of mobile phone contracts or their own bank accounts (OECD 2017a). The phase of transition to upper secondary level in particular poses a challenge for young people in this context (Bender 2012). For example, young people have to decide (with the help of their parents) whether they want to start vocational training or continue school, taking into account their current and future financial needs. Moreover, many students also earn some money by having small jobs outside of school hours or by taking on occasional jobs such as babysitting or gardening (OECD 2017a

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Kompetenzmodellierung: Struktur, Konzepte und Forschungszugänge des DFG-Schwerpunktprogramms

Cited by 55 publications

References 29 publications

Assessing Students' Understandings of Biological Models and their Use in Science to Evaluate a Theoretical Framework

Assessing Students' Understandings of Biological Models and their Use in Science to Evaluate a Theoretical Framework

Adaptives Lernen und Testen

The influence of informal learning opportunities on adolescents’ financial literacy

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