Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie (EN)
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KOMPARE – Competencies of Argumentation based on Evidence: Measurement and Modelling in Education and Transfer from Medicine

Type of project and funding:

Research and development project, funded by the Federal Ministry of Education and Research (BMBF); Funding focus: “Modeling and Measuring Competencies in Higher Education (KoKoHs)”

Duration:

February 2012 - January 2015

Involved staff members:

Research questions:

1) Which levels and dimensions of the competence of evidence-based argumentation can be empirically identified and differentiated?
2) To what extent can existing models in medical education be transferred to education?
3) To what extent does this competence in the course of a degree program develope?
4) Which cognitive prerequisites are related to this competence in what way?

Expected results:

An assessment instrument for measuring competence in evidence-based argumentation is developed and validated in this project. The findings of this project can be used in continuing education for teachers and other educational professions.

Possibilities for involvement in the context of degree programs:

For information about potential thesis topics (Bachlor, Master, etc.) contact Dr. Andreas Hetmanek.

Cooperation partners:

Important publication:

Fischer, F., Wecker, C., Hetmanek, A., Osborne, J., Chinn, C. A., Duncan, R. G., Rinehart, R. W., Siler, S. A., Klahr, D. Sandoval, W. A. (2014). The Interplay of Domain-Specific and Domain-General Factors in Scientific Reasoning and Argumentation. In J. L. Polman, E. A. Kyza, D. K. O’Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee & L. D'Amico (Eds.), International Conference of the Learning Sciences: Learning and Becoming in Practice. Volume 1 (pp. 1189–1198). Boulder, Colorado: International Society of the Learning Sciences.