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首页> 外文期刊>Empirical Research in Vocational Education and Training >A multidimensional structure of domain-specific problem-solving competencies of electronics technicians for automation technology
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A multidimensional structure of domain-specific problem-solving competencies of electronics technicians for automation technology

机译：电子技术人员针对自动化技术的领域特定问题解决能力的多维结构

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Background The ASCOT research initiative funded by the Federal Ministry of Education and Research had the objective to measure vocational competencies in high-quality jobs. To adequately assess these it is important to offer authentic situations, similar to real-life (working) situations. Whether domain-specific problem-solving competencies are a unidimensional or a multidimensional construct has far reaching implications in vocational education e.g., regarding valid assessment of performance in the final exam at the end of vocational training. This article deals with the structure of problem-solving competencies of electronics technicians for automation technology at the end of their apprenticeship. Methods Realistic problems with the focus on professional activities such as programming (constructive problem-solving) and troubleshooting a programmable logic controller (analytical problem-solving) were employed to measure domain-specific problem-solving competencies. Based on the results structural equation models were calculated and different models are compared for goodness of fit with consideration to content knowledge and fluid intelligence as predictors. Results Our results document a two-dimensional structure of domain-specific problem-solving consisting of an analytical and a constructive dimension. This two-dimensional structure remains stable even if content knowledge and fluid intelligence are included as predictors for the domain specific problem-solving competencies (Figs.?1, 5, 6). Only knowledge areas, which are relevant to the problem-solving situation, were predictive for the analytical and constructive problem-solving competencies. Fluid intelligence has a direct effect on both domain-specific problem-solving competencies but the influence is considerably lower when compared to relevant content knowledge. Conclusion Based on these findings the final exam at the end of the apprenticeship needs to enclose an appropriate amount of both subdimensions of domain-specific problem-solving competencies. As a practical implication both dimensions have to be supported in addition to the teaching of content knowledge.
机译：背景信息由联邦教育和研究部资助的ASCOT研究计划旨在衡量高质量工作中的职业能力。为了充分评估这些情况，提供真实的情况（类似于现实（工作）情况）非常重要。解决特定领域的问题的能力是一维的还是多维的，这对职业教育具有深远的影响，例如，关于在职业培训结束时对期末考试进行有效评估。本文讨论了电子技术人员在学徒期末解决问题的能力结构。方法采用以专业活动为重点的现实问题，例如编程（建设性问题解决）和对可编程逻辑控制器进行故障排除（分析性问题解决），以衡量特定领域的问题解决能力。基于结果，计算了结构方程模型，并考虑了内容知识和流体智能作为预测因子，比较了不同模型的拟合优度。结果我们的结果记录了领域特定问题解决的二维结构，其中包括分析性和建设性的维度。即使包含内容知识和流体智能作为特定领域解决问题能力的预测指标，这种二维结构也保持稳定（图1、5、6）。只有与解决问题的情况有关的知识领域才能预测分析和建设性的解决问题的能力。流体智能对特定领域的问题解决能力都有直接影响，但与相关的内容知识相比，影响力要低得多。结论基于这些发现，在学徒期末的期末考试需要包含适量的特定领域的解决问题能力的两个子维度。作为实际含义，除了内容知识的讲授外，还必须同时支持这两个维度。

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