A Research Design for Promoting and Examining Content Knowledge and Argumentation Skills in Socio-Economic Contexts in German-Speaking Countries

Autor/inn/en	Ackermann, Nicole; Siegfried, Christin
Titel	A Research Design for Promoting and Examining Content Knowledge and Argumentation Skills in Socio-Economic Contexts in German-Speaking Countries
Quelle	In: Research in Comparative and International Education, 17 (2022) 2, S.174-195 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ackermann, Nicole) ORCID (Siegfried, Christin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/17454999221077849
Schlagwörter	German; Persuasive Discourse; Pedagogical Content Knowledge; Socioeconomic Influences; Problem Based Learning; Teaching Methods; Teacher Workshops; Learning Processes; Intervention; Evaluation Methods; Student Evaluation; Elementary School Teachers; Economics Education; Comparative Education; Task Analysis; Writing Evaluation; Instructional Design; Active Learning; Outcomes of Education; Faculty Development; Teacher Competencies + Suchen Sie Ihr Suchwort? Deutscher; Persuasion; Persuasive Kommunikation; Pädagogische Kompetenz; Sozioökonomischer Faktor; Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Schulnote; Studentische Bewertung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Wirtschaftskunde; Vergleichende Erziehungswissenschaft; Aufgabenanalyse; Lesson concept; Lessonplan; Unterrichtsentwurf; Aktives Lernen; Lernleistung; Schulerfolg; Lehrkunst
Abstract	Economic education is an essential prerequisite for coping with economic-characterised problems in various life spheres, especially with socio-economic problems in the societal sphere. Making informed and reasoned decisions on socio-economic problems requires domain-specific content knowledge and domain-specific argumentation skills. Economic education is anchored in many framework curricula at secondary school level in German-speaking countries. Yet, despite its curricular and practical relevance, empirical studies in the economic domain that address both students' content knowledge and argumentation skills are rare. This article outlines a research design for a proposed intervention study that aims to promote and examine content knowledge and argumentation skills in socio-economic contexts. The research design is built on three core elements: (1) a workshop on teachers' pedagogical content knowledge, (2) a problem-oriented teaching/learning setting with authentic socio-economic problems and (3) instruments and frameworks to assess students' competence. The research design serves as a starting point for an internationally comparable research programme, primarily applicable for grammar schools in German-speaking countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01