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Autor*innen: Mehren, Rainer; Rempfler, Armin; Ulrich‑Riedhammer, Eva Marie; Buchholz, Janine; Hartig, Johannes
Titel: System competence in geography education. An empirically validated structure and stage model
Aus: Lavonen, J.; Juuti, K.; Lampiselkä, J.; Uitto, A.;Hahl, K. (Hrsg.): Electronic proceedings of the ESERA 2015 conference: Science education research: Engaging learners for a sustainable future, Helsinki: University of Helsinki, 2016 , S. 1643-1651
URL: http://www.esera.org/media/eBook%202015/eBook_Part_11_links.pdf
Dokumenttyp: 4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Sprache: Englisch
Schlagwörter: Bayern; Deutschland; Geografieunterricht; Gymnasium; Item-Response-Theory; Kognitive Kompetenz; Modellbildung; Problemlösen; Realschule; Schüler; Sekundarstufe I; Systemisches Denken; Test; Validität
Abstract (english): Constituting a meta-cognitive strategy, systems thinking or system competence can only assume its assigned key function as a basic concept for the school subject of geography in Germany after a theoretical and empirical foundation has been established. A measuring tool is required which is suitable both for supporting students and for the evaluation of methodical-didactic measures. Such a tool is theoretically anchored in an empirically validated geography-didactic and/or cognition-psychological competence model, providing a differentiated representation of both the internal structure of a competency and the stages. (DIPF/Orig.)
DIPF-Abteilung: Bildungsqualität und Evaluation