Model Competence in Biology Education – Evaluating a Theoretical Model of Model Competence

Students show an insufficient understanding of scientific models in biology education. They perceive models as a medium for gaining information, rather than reflecting models as an important instrument in the epistemological process. Science education does not comprehensively achieve the aim to develop students' model competence included in the implemented German educational standards (KMK 2005). Thus, there is a need to foster these competencies. Competence models are the basis for fostering competencies according to the educational standards. With regard to model competence, Upmeier zu Belzen and Krüger (2010) have developed a theoretical model. This theoretical model of model competence is operationalized and empirically tested in this study. Based on the theoretically founded structure of the model of model competence, 45 multiple-choice items have been developed, psychometrically evaluated and validated conducting thinking aloud protocols. The results of subsequent analyses (Rasch-models, structural equation modelling and analysis of variance) will provide information about the empirical validity of the theoretical model of model competence. First results indicate a unidimensional structure differentiated in three levels.