Research on Educational Standards in German Science Education – Towards a model of student competences

Christoph Kulgemeyer; Horst Schecker

doi:10.12973/eurasia.2014.1081a

Full Text (PDF)

Christoph Kulgemeyer ¹ ^* , Horst Schecker ¹

More Detail

¹ University of Bremen, GERMANY^* Corresponding Author

Abstract

This paper gives an overview of research on modelling science competence in German science education. Since the first national German educational standards for physics, chemistry and biology education were released in 2004 research projects dealing with competences have become prominent strands. Most of this research is about the structure of science competence as laid out in the standards. We first discuss the notion of competence in general and of science competence in particular. We then present a selection of results with respect to competence modelling. Finally, we critically review the impact of this research on teaching and show perspectives for future studies and classroom practise.

Keywords

competence
competence modelling
educational standards

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2014, Volume 10, Issue 4, 257-269

https://doi.org/10.12973/eurasia.2014.1081a

Publication date: 15 Dec 2014

Article Views: 1577

Article Downloads: 602

Open Access References How to cite this article

References

Abell, S. (2008). What students need to know and do in inquiry-based instruction. In E. Abrams, S. Southerland & P. Silva (Eds.), Inquiry in the classroom. Realities and opportunities (pp. 7-18). Charlotte: Information Age.
ACARA (2012). The Australian curriculum – science. Australian Curriculum, Assessment and Reporting Authority.
Adkinson, R. & Shiffrin, R. (1968). Human memory: A proposed system and its control processes. New York: Academic Press.
American Association for the Advancement of Science (AAAS) (1991). Science for all americans. Oxford: Oxford University Press.
Aufschnaiter, C. v. & Aufschnaiter, S. v. (2003). Theoretical framework and empirical evidence of students’ cognitive processes in three dimensions of content, complexity and time. Journal of Research in Science Teaching, 40, 616- 648.
Aufschnaiter, S. v. & Welzel, M. (1997). Wissensvermittlung durch Wissensentwicklung. Das Bremer Komplexitätsmodell zur quantitativen Beschreibung von Bedeutungsentwicklung und Lernen [Teaching knowledge by developing knowledge. The Bremen model of complexity for qualitative description of the development of meaning and learning]. Zeitschrift für Didaktik der Naturwissenschaften 3, 43-58.
Baumert, J., Klieme, E., Neubrand, M., Prenzel, M., Schiefele, U., Schneider, W., Stanat, P., Tillmann, K.-J. & Weiß, M. (Eds.) (2001). PISA 2000 - Basiskompetenzen von Schülerinnen und Schülern im internationalen Vergleich [PISA 2000 – Students’ basic competences in an international comparison]. Opladen: Leske + Budrich.
Bernholt, S. (2010). Kompetenzmodellierung in der Chemie – Theoretische und empirische Reflexion am Beispiel des Modells hierarchischer Komplexität [Modeling competences in chemistry. Theoretical and empirical considerations concerning the model of hierachical complexity]. Berlin: Logos.
Bernholt, S., Parchmann, I. & Commons, M. (2009). Kompetenzmodellierung zwischen Forschung und Unterrichtspraxis [Modeling competences between research and classroom practise]. Zeitschrift für Didaktik der Naturwissenschaften, 15, 219-245.
Bransford, J., Brown, A. & Cocking, R. (Hrsg.) (2000). How people learn: brain, mind, experience, and school. Washington: The National Academies Press.
Chomsky, N. (1966). Current issues in linguistic theory. The Hague: Mouton.
Chomsky, N. (2005). Aspects of the theory of syntax. Cambridge: Linguistic Inquiry.
Commons, M., Goodhearts, E., Pekker, A., Dawson, T., Draney, K. & Adams, K. (2007). Using rasch mode scaled stage scores to validate orders of hierarchical complexity of balance beam task sequence. In E. Smith Jr. & R. Smith (Eds.), Rasch measurement: advanced and specialized Applications (pp. 121-147). Marple Grove: JAM.
Commons, M., Trudeau, E., Stein, S., Richards, F. & Krause, S. (1998). Hierarchical complexity of tasks shows the existence of developmental stages. Developmental Review, 18, 237-278.
Dossey, J., Hartig, J., Lieme, E. & Wu, M. (2004). Problem solving for tomorrow’s world: First measures of cross-curricular competencies from PISA 2003. Paris: OECD Publications.
Einhaus, E. (2007). Schülerkompetenzen im Bereich Wärmelehre. Entwicklung eines Testinstruments zur Überprüfung und Weiterentwicklung eines normativen Modells fachbezogener Kompetenzen [Student’s competences in thermodynamics. Developing a test and a refining a normative model of domainspecific competences]. Berlin: Logos.
Eggert, S. & Bögeholz, S. (2006). Göttinger Modell der Bewertungskompetenz - Teilkompetenz Bewerten, Entscheiden und Reflektieren für Gestaltungsaufgaben Nachhaltiger Entwicklung [The Göttingen model of judging competence – sub-competence judging, deciding and reflecting for tasks in sustainable development] . Zeitschrift für Didaktik der Naturwissenschaften, 12, 177-197.
Friege, G. & Lind, G. (2003). Allgemeine und fachspezifische Problemlösekompetenz [General and domain-specific problem-soving competence]. Zeitschrift für Didaktik der Naturwissenschaften, 9, 63-74.
Härtig, H. (2010). Sachstrukturen in Physikschulbüchern als Grundlage zur Bestimmung der Inhaltsvalidität eines Tests [Structures of physics textbooks as a basis for content validity]. Berlin: Logos.
Hartmann-Mrochen, M. (2011). Zwischen Notengebung und Urteilsfähigkeit: Einstellungen und Vorstellungen von Lehrkräften verschiedener Fachkulturen zum Kompetenzbereich Bewertung der Nationalen Bildungsstandards (Doctoral dissertation} [Between giving grades and judging: Believes of teachers of different subjects about the competence area judging of the German national educational standards]. Hamburg: University of Hamburg.
Kauertz, A. (2008). Schwierigkeitserzeugende Merkmale physikalischer Leistungstestaufgaben [Factors that influence item difficulty in physics tests]. Berlin: Logos.
Kauertz, A., Fischer, H. & Siegle, T. (2013). Erwartungen und die Wirklichkeit. Die nationale Studie zur Evaluation und Normierung der Bildungsstandards in Physik [Expectations and reality. The national study on evaluating educational standards in physics]. Praxis der Naturwissenschaften - Physik in der Schule, 62(5), 5-10.
Kauertz, A., Fischer, H., Mayer, J., Sumfleth, E. & Walpuski, M. (2010). Standardbezogene Kompetenzmodellierung in den Naturwissenschaften der Sekundarstufe I [Standards-oriented modeling of competences in science]. Zeitschrift für Didaktik der Naturwissenschaften, 16, 135-153.
Kauertz, A., Neumann, K. & Härtig, H. (2012). Competence in science education. In B. Fraser, K. Tobin & C. McRobbie (Eds.), Second International Handbook of Science Education (pp. 711-721). Dordrecht: Springer.
Klafki, W. (2006). Die bildungstheoretische Didaktik im Rahmen kritisch-konstruktiver Erziehungswissenschaft [‘Bildung‘ and didatics in the context of criticalconstructivist pedagogic]. In H. Gudjons & R. Winkel (eds.), Didaktische Theorien (pp. 13-35). Hamburg: Bergmann und Helbig.
Klieme, E., Avenarius, H., Blum, W., Döbrich, P., Gruber, H., Prenzel, M., Reiss, K., Riquarts, K., Rost, J., Tenorth, H.-E. & Vollmer, H. (2003). Zur Entwicklung nationaler Bildungsstandards – Expertise [On the development of national educational standards – an expertise]. Berlin: Bundesministerium für Bildung und Forschung (BMBF).
KMK (Ed.) (2005). Bildungsstandards im Fach Physik für den Mittleren Schulabschluss [National educational standards in physics]. München: Luchterhand.
Kremer, K., Fischer, H., Kauertz, A., Mayer, J., Sumfleth, E. & Walpuski, M. (2012). Assessment of standard-based learning outcomes in science education: perspectives from the german project ESNaS. In S. Bernholt, K. Neumann & P. Nentwig (eds.), Making it tangible: learning outcomes in science education (pp. 201–218). Münster: Waxmann.
Kulgemeyer, C. (2010). Physikalische Kommunikationskompetenz. Modellierung und Diagnostik [Modeling and measuring physics commmuncation competence]. Berlin: Logos.
Kulgemeyer, C. & Schecker, H. (2009). Kommunikationskompetenz in der Physik: Zur Entwicklung eines domänenspezifischen Kompetenzbegriffs [Communcation competence in physics. On the development of a domain-specific competence concept]. Zeitschrift für Didaktik der Naturwissenschaften, 15, 131-153.
Kulgemeyer, C. & Schecker, H. (2012). Physikalische Kommunikationskompetenz - Empirische Validierung eines normativen Modells [Physics communication competence – Empirical validation of a normative model]. Zeitschrift für Didaktik der Naturwissenschaften, 18, 29-54.
Kulgemeyer, C. & Schecker, H. (2013). Students explaining science – assessment of science communication competence. Research in Science Education 43(6), 2235- 2256. doi: 10.1007/s11165-013-9354-1.
Kulgemeyer, C., Borowski, A., Fischer, H., Gramzow, Y., Reinhold, P., Riese, J., Schecker, H., Tomczyszyn, E. & Walzer, M. (2012). ProfiLe-P - Professionswissen in der Lehramtsausbildung Physik. Vorstellung eines Forschungsverbundes [ProfiLe-P – A research program on teachers’ professional knowledge in physics teacher education]. PhyDid B - Didaktik der Physik - Beiträge zur DPG-Frühjahrstagung. Retrieved from http://www.phydid.de/index.php/phydidb/article/view/380/500
Labudde, P., Duit, R., Fickermann, D., Fischer, H., Harms, U., Mikelskis, H., Schecker, H., Schroeter, B., Wellensiek, A. & Weiglhofer, H. (2009). Schwerpunkttagung Kompetenzmodelle und Bildungsstandards: Aufgaben für die naturwissenschaftsdidaktische Forschung [Competence models and educational standards: implications for research in science education]. Zeitschrift für Didaktik der Naturwissenschaften, 15, 343-370.
Maag-Merki, K. (2003). Überfachliche Kompetenzen: Zur Validierung eines Indikatorensystems [General competences: validating a rubric]. Empirische Pädagogik 17, 123-147.
Maiseyenka, V., Schecker, H. & Nawrath, D. (2013). Kompetenzorientierung des naturwissenschaftlichen Unterrichts. Symbiotische Kooperation bei der Entwicklung eines Modells experimenteller Kompetenz [Competence-orientation in science classroom. Symbiotic cooperation in developing a model on experimental competence]. Physik und Didaktik in Schule und Hochschule, 12, 1-17.
MCEETYA (Ministerial Council on Education, Employment, Training and Youth Affairs) (2005). National assessment: Program, science, year 6, 2003: Technical report. Carlton: MCEETYA.
McClelland, D. C. (1973). Testing for competence rather than for intelligence. American Psychologist, 28, 1-14.
National Research Council (2007). Taking science to school: Learning and teaching science in grades K-8. Washington: The National Academies Press.
Neumann, I. (2011). Beyond physics content knowledge - modeling competence regarding nature of scientific inquiry and nature of scientific knowledge. Berlin: Logos.
Neumann, K., Kauertz, A. & Fischer, H. E. (2010). From PISA to educational standards. The impact of large scale assessments on science education in Germany. International Journal of Science and Mathematics Education 8, 545-563.
Neumann, K., Viering, T., Boone, W. & Fischer, H. (2013). Towards a learning progression of energy. Journal of Research in Science Teaching 50(2), 162-188.
Pant, H. A., Stanat, P., Schroeders, U., Roppelt, A., Siegle, T. & Pöhlmann, C. (Eds.) (2013). IQB-Ländervergleich 2012. Mathematische und naturwissenschaftliche Kompetenzen am Ende der Sekundarstufe I [Comparision of german federal states. Competences in maths and science]. Münster: Waxmann.
Pellegrino, J. W. (2013). Proficiency in science: Assessment challenges and opportunities. Science 340(6130), 320-323.
Ropohl, M. (2010). Modellierung von Schülerkompetenzen im Basiskonzept chemische Reaktion - Entwicklung und Analyse von Testaufgaben [Modeling student’s competences in chemical reactions – development and analysis of test items]. Berlin: Logos.
Rost, J., Walter, O., Carstensen, C., Senkbeil, M. & Prenzel, M. (2005). Der nationale Naturwissenschaftstest PISA 2003 [The national science test in PISA 2003]. Der Mathematische und Naturwissenschaftliche Unterricht, 4, 196- 204.
Shavelson, R. (2010). On the measurement of competency. Empirical Research in Vocational Education and Training, 2, 43-65.
Schecker, H. & Parchmann, I. (2006). Modellierung naturwissenschaftlicher Kompetenz [Modeling science competence]. Zeitschrift für Didaktik der Naturwissenschaften, 12, 45-66.
Schecker, H. & Parchmann, I. (2007). Standards and competence models: the german situation. In: D. Waddington, P. Nentwig & S. Schanze (Eds.): Making it comparable. Standards in science education (pp. 147-164). Münster: Waxmann.
Schecker, H. & Wiesner, H. (2013). Die Bildungsstandards Physik. Eine Zwischenbilanz nach neun Jahren [Conclusions from nine years of national educational standards in physics]. Praxis der Naturwissenschaften Physik in der Schule 62(5), 11-17.
Schneider, H. (2002). Beruht das Sprechenkönnen auf einem Sprachwissen? [Does the ability to speek rely on a knowledge about language?]. In S. Krämer & E. König (eds.), Gibt es eine Sprache hinter dem Sprechen? (pp. 129- 150). Frankfurt a. M.: Suhrkamp.
Schmidt, M. (2008). Kompetenzmodellierung und -diagnostik im Themengebiet Energie der Sekundarstufe I. Entwicklung und Erprobung eines Testinventars [Competence modeling in energy. Developing a test.]. Berlin: Logos.
Valverde, G., Bianchi, L., Wolfe, R., Schmidt, W. & Hounang, R. (2002). According to the book. Dordrecht; Boston; London: Kluwer.
Weinert, F. (2001). Concept of competence - a conceptual clarification. In D. Rychen & L. Salganik (Eds.), Defining and selecting key competencies (pp. 45-65). Seattle: Hogrefe + Huber.
QCA, Department for Education and Employment (1999). Science: The national curriculum for england: Key stages 1-4. London: QCA.

How to cite this article

APA

Kulgemeyer, C., & Schecker, H. (2014). Research on Educational Standards in German Science Education – Towards a model of student competences. Eurasia Journal of Mathematics, Science and Technology Education, 10(4), 257-269. https://doi.org/10.12973/eurasia.2014.1081a

Vancouver

Kulgemeyer C, Schecker H. Research on Educational Standards in German Science Education – Towards a model of student competences. EURASIA J Math Sci Tech Ed. 2014;10(4):257-69. https://doi.org/10.12973/eurasia.2014.1081a

AMA

Kulgemeyer C, Schecker H. Research on Educational Standards in German Science Education – Towards a model of student competences. EURASIA J Math Sci Tech Ed. 2014;10(4), 257-269. https://doi.org/10.12973/eurasia.2014.1081a

Chicago

Kulgemeyer, Christoph, and Horst Schecker. "Research on Educational Standards in German Science Education – Towards a model of student competences". Eurasia Journal of Mathematics, Science and Technology Education 2014 10 no. 4 (2014): 257-269. https://doi.org/10.12973/eurasia.2014.1081a

Harvard

Kulgemeyer, C., and Schecker, H. (2014). Research on Educational Standards in German Science Education – Towards a model of student competences. Eurasia Journal of Mathematics, Science and Technology Education, 10(4), pp. 257-269. https://doi.org/10.12973/eurasia.2014.1081a

MLA

Kulgemeyer, Christoph et al. "Research on Educational Standards in German Science Education – Towards a model of student competences". Eurasia Journal of Mathematics, Science and Technology Education, vol. 10, no. 4, 2014, pp. 257-269. https://doi.org/10.12973/eurasia.2014.1081a