• Kathrin Ziepprecht
  • Julia Schwanewedel
  • Patricia Heitmann
  • Malte Jansen
  • Hans Ernst Fischer
  • Alexander Kauertz
  • Iwen Kobow
  • Jürgen Mayer
  • Elke Sumfleth
  • Maik Walpuski
Translated title of the contributionCommunication in science education - a model for the evaluation of the educational standards
This paper presents the standards-based competency assessment for communication within the project for the evaluation of the educational standards in the natural science subjects for secondary education (ESNaS). With regard to cross-domain and domainspecific models of communication the requirements formulated in the educational standards for science education are concretized in the form of an interdisciplinary competence model that describes the internal structure of scientific communication. The derived competence model for biology, chemistry and physics education differentiates the three dimensions information processing, information transfer and argumentation. Within these dimensions characteristics of scientific communication processes are represented by the aspects of science-specific language, representations and reference to subject and addressee. The operationalization is shown by means of example items. A study with N = 3378 students of 10th grade revealed satisfactory reliabilities for the presumed dimensions. Concerning the internal validity contradictory results appeared when different models and the correlative structure between the dimensions were evaluated. The dimensions are investigated more closely through analysis of difficulty-generating characteristics.
Original languageGerman
JournalZeitschrift für Didaktik der Naturwissenschaften
Number of pages13
ISSN0949-1147
DOIs
StateE-pub ahead of print - 13.04.2017

    Research areas

  • Methodological research and development - Educational standards, Competence model, Communication competence, Information processing , Information transfer , Argumentation, Rasch analysis

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