System competence modelling. Theoretical foundation and empirical validation of a model involving natural, social and human-environment systems.

Autor/inn/en	Mehren, Rainer; Rempfler, Armin; Buchholz, Janine; Hartig, Johannes; Ulrich-Riedhammer, Eva Marie
Titel	System competence modelling. Theoretical foundation and empirical validation of a model involving natural, social and human-environment systems.
Quelle	In: Journal of research in science teaching, 55 (2018) 5, S. 685-711Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-4308; 1098-2736
DOI	10.1002/tea.21436
Schlagwörter	Kompetenz; Erhebungsinstrument; Reliabilität; Validität; Soziales System; Metakognition; Problemlösen; Diagnostik; Geografieunterricht; Modell; Soziales System; Umwelt; Validität; Problemlösen; Diagnostik; Fachdidaktik; Kompetenz; Metakognition; Reliabilität; Systemisches Denken; Fachdidaktik; Geografieunterricht; Messverfahren; Umwelt; Modell
Abstract	Constituting a metacognitive strategy, system competence, or systems thinking 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 measurement instrument 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 cognition-psychological competence model, providing a differentiated representation of both the internal structure of a competency and the proficiency levels. The starting point of this foundation was the development of a normative-theoretically derived model of geographic system competence. Its empirical validation was performed in different phases aimed at operationalizing the competence model by means of test problems. In order to analyze the factor structure of the theoretical model, various item response models were estimated. The item levels of difficulty expected in the competence model were related to the empirical levels of difficulty and predicted by means of ordinary least squares (OLS) regression to verify the model for proficiency levels. The two-dimensional competence model - with the two dimensions "system organization and behavior" and "system-adequate intention to act"- exhibits a better fit in reference to the model fit criteria than the one-dimensional and three-dimensional models. The correlations between the expected and empirical item difficulties are positive. Items that should be more difficult according to the competence model are actually shown to be more difficult. These findings suggest the reliability and validity of this new measurement instrument for diagnosing and promoting geographical system competence. It has to be implemented in practice as the next step. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2020/2