Modellierung naturwissenschaftlicher Kommunikationskompetenz - ein fächerübergreifendes Modell zur Evaluation der Bildungsstandards

This paper presents the standards-based competency assessment for communication within the project for the evaluation of the educational standards in the natural science subjects for secondary education (ESNaS). With regard to cross-domain and domainspecific models of communication the requirements formulated in the educational standards for science education are concretized in the form of an interdisciplinary competence model that describes the internal structure of scientific communication. The derived competence model for biology, chemistry and physics education differentiates the three dimensions information processing, information transfer and argumentation. Within these dimensions characteristics of scientific communication processes are represented by the aspects of science-specific language, representations and reference to subject and addressee. The operationalization is shown by means of example items. A study with N = 3378 students of 10th grade revealed satisfactory reliabilities for the presumed dimensions. Concerning the internal validity contradictory results appeared when different models and the correlative structure between the dimensions were evaluated. The dimensions are investigated more closely through analysis of difficulty-generating characteristics.