Problem solving as transdisciplinary competence - Conception and first results of a study on school achievement

Recent studies on school achievement such as the OECD-program PISA do not a im at curricular fields of achievement alone, but also at transdisciplinary competences such as problem-solving. The concept of a transdisciplinary co mpetence leads to basic theoretical and methodological questions: selection and operationalization of competences in school studies, delimitation from specific disciplinary achievements and basic cognitive competences as well as the question of the significance of the school context for the developm ent of competences. These questions are dealt with empirically within the f ramework of a construct-validation study by employing several paper-and-pen cil and computer-supported procedures. As was to be expected, the problem-s olving competence proved to be a multidimensional construct. The analytic a bility to solve problems, analyzed by means of a paper-and-pencil test, is closely connected with basic cognitive competences while computer-supported strategy measures seem to constitute a specific factor.