The approach should be participatory, problem solving, competency based and practical, and should pretest how to convey information to health staff effectively, and how best to support them in adhering to safe injection practices.
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).
Despite of the correlation between the analytical and constructive problem-solving competencies and the similar context (problem-solving in an industrial automation system), the underlying process for solving analytical and constructive problems seems to be disjunctive.
For the development and optimization of approaches which support domain-specific problem-solving competencies, detailed knowledge about the underlying processes during analytical and constructive problem-solving is required.
To ensure the evidence for validity based on test-content of the final exam, both subdimensions of domain-specific problem-solving competencies have to be included in an appropriate amount.
The approach to measuring domain-specific analytical and constructive problem-solving competencies was a set of realistic problems with the focus on professional activities such as programming (constructive problem-solving) and troubleshooting a programmable logic controller (PLC) (analytical problem-solving).
We assume, based on task analysis of electronics technicians for automation technology (Zinke et al. 2014), a multidimensional structure of domain-specific problem-solving competencies at the end of the apprenticeship.
Instead, strategy knowledge can be distinguished from problem-solving competencies (Scherer and Tiemann 2012).
Creative and problem-solving competencies are part of the so-called twenty-first century skills.
The main research aim is to analyse which structure of domain-specific problem-solving competencies could be supported.
