Modeling and fostering decision-making competencies regarding challenging issues of sustainable development.

Autor/inn/en	Bögeholz, Susanne; Eggert, Sabina; Ziese, Carolin; Hasselhorn, Marcus
Titel	Modeling and fostering decision-making competencies regarding challenging issues of sustainable development.
Quelle	Aus: Leutner, Detlev (Hrsg.); Fleischer, Jens (Hrsg.); Grünkorn, Juliane (Hrsg.); Klieme, Eckhard (Hrsg.): Competence assessment in education. Research, models and instruments. Cham: Springer (2017) S. 263-284 PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Reihe	Methodology of educational measurement and assessment
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	3-319-50028-7; 978-3-319-50028-7
DOI	10.1007/978-3-319-50030-0
Schlagwörter	Kompetenz; Fragebogenerhebung; Pilotstudie; Entscheidung; Entscheidungstheorie; Problemlösen; Test; Deutschland; Entscheidung; Gymnasium; Lehrer; Messung; Schüler; Test; Training; Problemlösen; Kompetenz; Entscheidungstheorie; Sekundarstufe I; Sekundarstufe II; Gymnasium; Lehrer; Schüler; Modellbildung; Messung; Training; Nachhaltige Entwicklung; Deutschland
Abstract	A model of decision-making competence for secondary school students was developed and validated within the project "Decision-Making Competence Regarding Challenging Issues of Sustainable Development". The model rests on three pillars: Education for Sustainable Development, decision-making theory, and educational competence modeling. Three dimensions of decision-making competence were identified: (1) "Understanding values and norms" in the context of Sustainable Development (SD), (2) "Developing solutions", and (3) "Evaluating solutions" for SD problems. The two last-mentioned dimensions stem from decision-making theory, and were adapted to educational purposes. Related measurement instruments were developed according to Wilson's developmental cycle, using a between-item-multidimensionality approach. The test development procedures and results are described for the dimension "Developing solutions". Moreover, we started with an experimental validation of a theory of socioscientific decision making. More specifically, we used training-induced strategies to realize experimental variation to differentiate empirically between two decision-making dimensions and problem solving. The results of a pilot study addressing the validation of "Developing solutions" and "Evaluating solutions", vis-à-vis problem solving, are reported and discussed. We close with considerations of future research, to realign the boundaries of our research program. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2018/2