Studien zum Physik- und Chemielernen, Band 117
Ziel der vorliegenden Arbeit ist, erste Vorarbeiten zur Erweiterung der Bildungsstandards um den Themenbereich nature of science zur Verfügung zu stellen. Kernstück ist dabei die theoretische Herleitung eines Kompetenzmodells, das Kompetenz im Bereich nature of science definiert und dabei zwischen Nature of Scientific Inquiry (NOSI) und Nature of Scientific Knowledge (NOS) unterscheidet. In zwei Studien wird die empirische Validität dieses theoretischen Modells untersucht. Dabei wird nicht nur die innere Struktur des Modells überprüft, sondern auch eine Abgrenzung gegen Kontrollvariablen sowie eine deutsch-amerikanische Vergleichsstudie durchgeführt.
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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