Literaturnachweis - Detailanzeige
| Autor/inn/en | Mehren, Rainer; Rempfler, Armin; Ulrich-Riedhammer, Eva M.; Buchholz, Janine; Hartig, Johannes |
|---|---|
| Titel | System competence in geography education. An empirically validated structure and stage model. |
| Quelle | Aus: Lavonen, Jari (Hrsg.); Juuti, Kalle (Hrsg.); Lampiselkä, Jarkko (Hrsg.); Uitto, Anna (Hrsg.); Hahl, Kaisa (Hrsg.): Electronic Proceedings of the ESERA 2015 Conference. Science education research: engaging learners for a sustainable future : Part 11, Strand 11. Evaluation and assessment of student learning and development. Helsinki: University of Helsinki (2016) S. 1643-1651
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| Beigaben | Abbildungen; Tabellen; Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | online; Sammelwerksbeitrag |
| ISBN | 978-951-51-1541-6 |
| DOI | 10.13140/RG.2.1.3810.5208 |
| Schlagwörter | Geographieunterricht; Geographie; Didaktik; Systemkompetenz; Systemisches Denken; Komplexität; Mensch-Umwelt-Beziehung; Kompetenz; Item-Response-Theorie; Unterricht; Didaktik; |
| Abstract | 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. The starting point of this foundation was the development of a normative-theoretically derived model for geographic system competence. Its empirical validation was performed in three phases aimed at operationalising the competence model by means of test problems. In order to analyse 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 OLS regression to verify the stage model. The two-dimensional competence model – with the two dimensions ’system organisation and behaviour’ and ’system-adequate intention to act’ – exhibits a better fit in reference to the model quality criteria than the onedimensional and three-dimensional models. The correlation between the assumed graduation and empirical item difficulty is positive. Items that should be more difficult according to the competence model are actually shown to be more difficult in the trend. This means a valid and reliable measuring tool is available to diagnose and promote geographical system competence. It has to be implemented in practice as the next step. (Orig.). |
| Erfasst von | Externer Selbsteintrag |
| Update | Neueintrag 2022-04 |
