Beyond Physics Content Knowledge: Modeling Competence Regarding Nature of Scientific Inquiry and Nature of Scientific Knowledge
In contemporary science education research, an adequate understanding of the `nature of science' is regarded an important aspect of scientific literacy and, thus, a central goal of science education. At present, German science education standards only implicitly include nature of science aspects, yet. This dissertation project, therefore, aims to provide a first approach to include nature of science in the German science education standards. At the core of this dissertation, a theoretical model of competence is derived which defines competence regarding nature of science and distinguishes between Nature of Scientific Inquiry (NOSI) and Nature of Scientific Knowledge (NOS). Two studies were conducted to investigate the theoretical model's empirical validity. The studies included investigating the model's inner structure, a discrimination against control variables as well as a comparison of German and U.S. students.
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Allgemeinbildung ANOVA Study aspects of NOSI Bildung booklets Boyle’s Law cognitive abilities Cognitive Process Core comparison competence regarding NOSI Complexity level Cognitive construct Core aspect Level correlation criterion validity developed deviance statistics dimension due to misfit epistemological beliefs ESNaS project experiments Faraday’s Georges Lemaître German science education Höttecke Hubble Hubble’s hypotheses included influence Integrating interest and self-belief Item excluded due item pool Kauertz Klieme Lederman level Cognitive Process levels and cognitive Mayer Mean Item Difficulty model of competence nature of science Nature of Scientific normally distributed NOS-3 Item NOSSI items observations particular Pearson’s person parameters Process Core aspect questionnaire Rasch analysis Rasch model reading speed remain undisclosed Reproducing research question Rutherford sample scale means science education standards Scientific investigations scientific knowledge scientific literacy scientists Section SISad SNOS Scales Stem Table test items theoretical theory tion trait two-dimensional U.S. students unidimensional model