Quantitative Modelling and Perspective Taking: Two Competencies of Decision Making for Sustainable Development

Abstract

Land use change, natural resource use and climate change are challenging Sustainable Development issues (SDGs 13–15). Fostering the competencies to deal with such issues is one core task for current educational endeavors. Among these competencies, decision-making competencies are central. In detail, we investigate how learners evaluate alternative decision-making options to improve existing competence models. We exemplify our competence modelling approach using the designation of a Marine Protected Area. The cross-sectional sample consists of secondary school students and student teachers (N = 760). Partial Credit modelling shows that quantitative modelling of decision-making options is a different competence dimension than perspective taking if contextualized for Sustainable Development. In quantitative modelling, mathematical modelling is used to evaluate and reflect on decision-making options. Perspective taking covers the ability to consider different normative perspectives on Sustainable Development issues. Both dimensions show plausible (latent) correlations with related constructs within the nomological net, i.e., with qualitative arguing, economic literacy, mathematical competencies, reading competencies and analytical problem solving. Furthermore, person-abilities increase with level of education for both dimensions. The identified competence dimensions quantitative modelling and perspective taking were successfully modelled and shown to be distinct; the resulting measuring instrument is reliable and valid.

Procedural Knowledge of Primary School Teachers in Madagascar for Teaching and Learning towards Land-Use- and Health-Related Sustainable Development Goals

“…In contrast, the reliability of the health procedural knowledge is restricted but acceptable with WLE: 0.55 and EAP/PV: 0.56. It is above the "critical value of 0.50" that other studies with Partial Credit Modeling apply, e.g., for competencies of ESD (0.53 for the competence dimension "quantitative modeling" of decision-making competence, [82] (p. 16)).…”

“…The EAP/PV values (land use: 0.78; health: 0.56) and WLE reliabilities (land use: 0.70; health: 0.55) showed acceptable values for both dimensions. The item fit was good for both models (wMNSQ between 0.8 and 1.2, [81]) and the discrimination reached good values above 0.3 for both dimensions [82]. However, the variance of 0.15 for the health dimension indicates that there was a low differentiation within the primary teachers in contrast to the land-use context (variance: 0.53).…”

Knowledge of Student Teachers on Sustainable Land Use Issues–Knowledge Types Relevant for Teacher Education

“…Schools must face the challenges of society, for example, to enable learners to deal with land use change issues, biodiversity-related issues and climate change issues [4][5][6]. These exemplary Sustainable Development issues build a subset of Socioscientific Issues (SSIs) [7]. SSIs represent controversial and challenging to resolve real-world problems [8], which "tend to have multiple plausible solutions" [9] (p. 4).…”

Pupil’s Decision-making Ability in the Context of Sustainable Development: Construction of a Typology of Decision-making Processes

“…These can contradict each other in terms of content and lead to conflicts (Cebrián et al, 2020; Sander & Höttecke, 2018). Such decisions are consequently highly complex (Böhm et al, 2020) and require individuals to recognize different options for action and weigh them up against each other argumentatively, to make informed decisions and reflect on their decision-making processes (DMP; Bögeholz et al, 2018; Dittmer et al, 2019). The ability to make such decisions is central to shaping people’s own everyday lives and to their active and competent participation in social processes in the context of SD, and consequently needs to receive appropriate support (Ardwiyanti & Prasetyo, 2021; Garrecht et al, 2018; Gresch et al, 2017).…”