Sentence examples for Problem-solving competences from inspiring English sources

As mentioned previously, the understanding and characterization of the problem requires reasoning abilities and relates to the analytical properties of problem-solving competences.

The paper, thus, contributes to the development of a theory-driven assessment of students' complex problem-solving competences which reflects different components of the construct and provides meaningful insights into the determining factors and the opportunities to model CPS in Chemistry.

As mentioned above, the transfer of problem-solving competences into domain-specific areas gains importance, especially in science education because the underlying processes and skills are closely related to scientific inquiry (Friege and Lind 2006; Klahr 2000; Künsting et al. 2011; Schmidt-Weigand et al. 2009).

These students worked on a computer-based assessment of complex problem-solving competence.

The 13 competence facets facilitate the development of problem scenarios to measure domain-specific problem-solving competence.

In the following, we focus on the internal consistency and internal validity of the assessment of domain-specific problem-solving competence.

To measure higher-order outcomes of vocational education and training (VET) we developed a computer-based assessment of domain-specific problem-solving competence.

Accordingly, psychological research on problem solving identified, first, domain-general cognitive processes involved in problem solving, and, second, analyzed the empirical distinction between intelligence and complex problem-solving competence.

Hence, the proposed competence model is not restricted to one domain, but can be easily be adapted to other domains; still it is domain-specific as opposed to domain-general approaches of problem-solving competence.

We have extended this perspective by introducing Capability Under-Utilisation Indices for math and science to investigate the effectiveness with which knowledge and skills acquired in the context of math or science education are transferred into cross-curricular problem-solving competence.

On the basis of a 'problem solving as an educational outcome' point of view, we analyse the contribution of math and science competence to analytical problem-solving competence and link the acquisition of problem solving competence to the coherence between math and science education.