Mechanismen der Elitebildung im deutschen Bildungssystem

The German education system is currently experiencing two contrasting trends: On the one hand, social opening, e.g. through the introduction of a partially-integrated secondary school system, compensatory all-day-schooling. On the other hand, an increasing vertical hierarchy in certain educational phases, e.g. through the explicitly encouraged introduction of private kindergartens and primary schools and the establishment of prime (academic track) Gymnasien and elite universities. In line with these structural changes, next to equality, the principle of excellence is gaining an increasing significance as a justification argument. This contribution will present the situation from an education-policy perspective, discuss theoretical discourses, and the national and international state of research on the topic of elitism and education. It will close with future research challenges.     

Dynamische Probleml?sekompetenz

This article is about the importance and validity of dynamic problem solving (DPS) in predicting technical problem solving performances. In addition to DPS, fluid intelligence and technical knowledge were included in the study. Assessing DPS and fluid intelligence simultaneously also allowed for testing the empirical distinction between both constructs. Results are based on data of a sample of car mechatronics (n?=?129) and electronics technicians (n?=?88) and showed that DPS and fluid intelligence were empirically separable. In the first sample (electronics technicians) DPS explained technical problem solving performance best, although fluid intelligence showed incremental validity too. In the second sample (car mechatronics) fluid intelligence was weakly related to the criterion whereas DPS was not at all. When technical knowledge was added to the prediction, both DPS and fluid intelligence did not predict technical problem solving performance. However, in the sample of the electronics technicians fluid intelligence indirectly affected the criterion through technical knowledge. A discussion of the somewhat contradictory results, the different results patterns in the two samples and a theoretical explanation of the results are provided.     

Kompetenzniveaus in der ingenieurwissenschaftlichen akademischen Grundbildung – Analysen im Fach Technische Mechanik

This paper examines subject-specific structures and the levels achieved by students of Mechanical and Construction Engineering in the subject of Engineering Mechanics (EM). EM presents a major obstacle for students in the two courses of study mentioned. Until now, researchers have not examined which characteristics of the requirements in EM cause this obstacle. Initial efforts to address this research gap were made in the research project KoM@ING. Competence structure modelling confirms three dimensions of EM: statics, elastostatics and dynamics. This paper presents results on proficiency scaling for statics and dynamics. We found that the subject-specific mathematical requirements primarily explain the item difficulties. Moreover, the following features are relevant for item difficulty: the number of solution steps (for statics), the number of EM-specific terms and the content-specific features of complexity (for dynamics). The mathematical requirements and the content-specific features of complexity are revealed as important didactic elements in this higher education context.     

What children need: cooperative religious education in German schools—results from an empirical study

This article gives a report on a recent empirical study on cooperative religious education in German primary schools. Special emphasis is given to the views, needs, and rights of children. Results from interviews with the children and with the teachers as well as from classroom observation form the basis for the authors' suggestions concerning the future shape of religious education.     

Die professionelle Kompetenz angehender Physiklehrkräfte in verschiedenen Ausbildungsformen

A nation-wide measurement of competencies in teaching training programs was carried out in order to find suggestions for optimizing university study programs for students on teacher training programs in the subject of physical sciences. 430 physical science teacher training students were surveyed using a standardized test, which covered knowledge of physical sciences, didactic knowledge for physics, general pedagogic knowledge, beliefs and motivations. This contribution, firstly, compares the competencies of students of teacher training colleges with the competencies of students of teacher training in universities. Parallel investigations have already found that the students of different training programs also differ in their performance. The resulting differences are then analyzed using regression models in an attempt to find the determinants of subject-related competencies in teacher training programs. The findings point to the significance of individual personality characteristics and the amount of time spent on learning opportunities in the university. The article closes with a discussion of the implications for optimizing teacher training programs.     

Sila-substitution — a useful strategy for drug design?

Sila-substitution (C/Si-exchange) of drugs is one of the approaches currently used in the search for new biologically active organosilicon compounds. Replacement of specific carbon atoms in drugs by silicon results in changes in chemical and physicochemical properties as well as in the structure. As a consequence, the biological properties, such as pharmacological potency and selectivity and toxicity, may be influenced. Systematic sila-substitution seems to be a useful and efficient strategy in drug design and should be regarded as a complementary tool for the development of new drugs.