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In that, it is not intended for use when the aim is to evaluate CT as a creative problem-solving competency.
The dimension of AT/PLC explained 35%% of the variance in the constructive, and 46%% of the variance in the analytical problem-solving competency (Fig. 5).
As problem-solving competency is considered as a key competency for a healthy family atmosphere [ 61], this is considered as a secondary outcome (measured by the SPSI-R-S [ 62, 63]; time points T0, T2, T4).
More recently, the PER community has found that by emphasizing scientific practices (process skills in BER) in both curricula and pedagogy, gains in problem-solving competency can be achieved (Hestenes, 2000).
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Only knowledge areas, which are relevant to the problem-solving situation, were predictive for the analytical and constructive problem-solving competencies.
Analytical problem-solving competencies were tested on day two (duration 4.5 h).
Our second research question affected the influence of the dimensions of content knowledge on the domain-specific problem-solving competencies.
With these assessment instruments, it is possible to investigate the structure of domain-specific problem-solving competencies.
The following chapter gives an overview of the structure of professional competencies in the industrial-technical field with a strong focus on domain-specific problem-solving competencies.
Based on the theoretical framework of professional competencies presented in Fig. 1, we developed instruments for content knowledge, domain-specific analytical and constructive problem-solving competencies.
Here domain-specific analytical problem-solving competencies were operationalized by the ability to find a malfunction in an automated system (Walker et al. 2016).
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CEO of Professional Science Editing for Scientists @ prosciediting.com