Zeitökonomische und reliable Diagnostik beruflicher                     Problemlösekompetenzen bei Auszubildenden zum Kfz-Mechatroniker

Abele, Stephan; Walker, Felix; Nickolaus, Reinhold

doi:10.1024/1010-0652/a000138

Cited by 19 publications

(4 citation statements)

References 20 publications

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“…Technology-based assessments allow for a cost-effective assessment that is also feasible in international large-scale settings. There is evidence for the domain of automotive technicians that technology-based assessments can provide objective and reliable results in reasonable testing times (Abele et al, 2014), valid interpretations of these results (e.g. Gschwendtner et al, 2009), and objective process data which can be used to increase the informative value of assessments (Abele and von Davier, 2019).…”

Section: Assessing Automotive Technician Learnersmentioning

confidence: 99%

PISA Vocational Education and Training (VET)

2024

Pisa

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Section: Assessing Automotive Technician Learnersmentioning

confidence: 99%

PISA Vocational Education and Training (VET)

2024

Pisa

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“…In the past two decades, a number of studies have shown that trainees were inadequately prepared with regard to fault diagnosis in electrical and metal engineering fields (Matthes, Schmidt, Kybart, & Spangenberger, 2021, p. 32). In particular, the studies by Walker, Link, Mohr and Schäfer (2018), Abele, Walker and Nickolaus (2014) and Becker (2009) have shown that there is a need to promote error diagnosis skills in the form of training.…”

Section: B) Training In Computer-based Learning Environment: Troubles...mentioning

confidence: 99%

The Asian Conference on Education & International Development 2024 Official Conference Proceedings

2024

ACEID Official Conference Proceedings

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University attrition rate is increasing around the world and there is a consequence for the student who is dropping out, the university, and society as a whole including costs, psychological issues associated with the perceived feeling of failure, and issues around employability and job satisfaction (Sosu & Pheunpha, 2019). The university attrition rate is increasing in Mongolia too. About 80% of the students who study at the Teachers' School, Mongolian National University of Education (MNUE) are from the country of Mongolia and most of them come to the capital city to do their tertiary education. Due to the differences between rural and urban lifestyles, and expectations of tertiary education, the dropout rate is increasing especially at the beginning of the first semester. There is an urgent need to better understand the need to drop out of the university and find ways to support these students to adjust to university life and life outside the university. This study aims to explore the issues associated with adjusting to university studies and its relationship with attrition. It used the SPSS-20 program to collect data from 80 first-year students. The findings revealed that the students needed support in many aspects of their studies, including support with time management, stress management, and well-being. The study suggests policymakers and university managers to develop a plan to better support students to seamlessly transition into the university and life outside the university during the first half of the first semester.

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“…Second, we selected three of seven items of a partial skills test by Abele (2014) with a high item-total correlation (between 0.48 and 0.60 in Abele, 2014). In these items, participants were instructed to perform specific measurements in the simulation and to evaluate whether the measurement results indicated a malfunction or not.…”

Section: General Prior Knowledge Testsmentioning

confidence: 99%

Better self-explaining backwards or forwards? Prompting self-explanation in video-based modelling examples for learning a diagnostic strategy

Meier,

Hesse,

Abele

et al. 2023

Instr Sci

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Self-explanation prompts in example-based learning are usually directed backwards: Learners are required to self-explain problem-solving steps just presented (retrospective prompts). However, it might also help to self-explain upcoming steps (anticipatory prompts). The effects of the prompt type may differ for learners with various expertise levels, with anticipatory prompts being better for learners with more expertise. In an experiment, we employed extensive modelling examples and different types of self-explanations prompts to teach 78 automotive apprentices a complex and job-relevant problem-solving strategy, namely the diagnosis of car malfunctions. We tested the effects of these modelling examples and self-explanation prompts on problem-solving strategy knowledge and skill, self-efficacy, and cognitive load while learning. In two conditions, the apprentices learned with modelling examples and received either retrospective or anticipatory prompts. The third condition was a control condition receiving no modelling examples, but the respective open problems. In comparison with the control condition, modelling examples did not promote learning. However, we observed differential effects of the self-explanation prompts depending on the learner’s prior knowledge level. Apprentices with higher prior knowledge learned more when learning with anticipatory prompts. Apprentices with less prior knowledge experienced a greater increase in self-efficacy and a higher germane cognitive load when learning with retrospective prompts. These findings suggest using different self-explanation prompts for learners possessing varying levels of expertise.

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Zeitökonomische und reliable Diagnostik beruflicher Problemlösekompetenzen bei Auszubildenden zum Kfz-Mechatroniker

Cited by 19 publications

References 20 publications

PISA Vocational Education and Training (VET)

PISA Vocational Education and Training (VET)

The Asian Conference on Education & International Development 2024 Official Conference Proceedings

Better self-explaining backwards or forwards? Prompting self-explanation in video-based modelling examples for learning a diagnostic strategy

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