Inhalt

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   Birgit Weber
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   Testing and Diagnosing Social Science Literacy
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   Bettina Zurstrassen
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  A Sceptical Look at the Quantitative Education Research in Civic and Citizenship Education
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   Keywords
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   Introduction
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  1. The Problem of Particularism in Civic and Citizenship Education
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   1.1. Particular Subject Structure and curricular Particularism
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   1.2 Competing Programmatic Subject Concepts?
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  2. No Education-Theoretical and Empirically Proven, Internationally Adaptable Proficiency Model
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   2.1 The Dilemma of Domain Specific Diagnostics
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   What We Need to Do
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   3. Scientific Theoretical Problems of Interdisciplinary Civic and Citizenship Education Research
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   3.1 Various Scientific Disciplinary Terminology and Theory Concepts
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   What We Need to Do
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  4. Test Ethics in the Case of Quantitative Education Studies in the Field of Civic and Citizenship Education
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   4.1 Political Culture and Test Ethics
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  4.2 Social Structure and Test Ethics
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   4.2.1 Gender and Test Design
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  4.3 Political-Didactical Test Ethics
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   Necessitation of Oversimplified Political Judgements
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   Adoption of the Valuation Structure of the Test Designers
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   Definition Sovereignty over the Concept of the Politically Active Citizen
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   What We Need to Do
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   Conclusion
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   References
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   KimMarie McGoldrick, Janice L. Peterson
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  Significant Learning and Civic Education: Shifting Frameworks for Teaching in Light of Learning about the Financial Crisis
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   Keywords
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   1. Introduction
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   2. Current Discussions of the Crisis and Implications for Teaching
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   3. A Framework for Expanding Current Pedagogic Practices
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   4. Using the Experience of Learning to Educate Students via the Human Dimension of Significant Learning
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   5. Experience, Human Dimension and Unemployment
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   5.1 Labor Economics Course
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   5.2 Statistics/Econometrics Course
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   6. Conclusion
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   References
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   Carolin Kölzer
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  Hauptschülers’ Conceptions of Work – An Exclusion from the Subjective Dissolution of Boundaries?
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   Keywords
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   1. The “Gap” between Changing Requirements and Hauptschülers’ Conceptions of Work
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   2. Structural Change and Changing Requirements
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   3. Pupils’ Conceptions – Some Kind of Cultural Capital
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   4. The View on Work
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   5. Résumé
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   References
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   Klaas Macha, Michael Schuhen
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  Framework of Measuring Economic Competencies
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   Keywords
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   1. Introduction
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   2. Classification Scheme for Knowledge or Competency Tests in the Area of Economic Education
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   Figure 1: Competency Octagon
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   3. Studies on Economic Knowledge and Literacy in the Light of the Dimension
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   3.1 Economic Knowledge of Young Adults in Baden-Württemberg (Germany)
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   3.2 Youth Study of the Federal Association of German Banks (Bundesverband deutscher Banken)
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   3.3 Test of Economic Literacy (TEL) and the Studies of NAPS
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   3.4 Competency Models for Vocational Education
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   Table 1: Measurement of Competence with Desirable Degree of Complexity
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   4. Siegen Model of Economic Competencies
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   5. Summary
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   References
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   Felix Fenske/Andreas Klee/Andreas Lutter
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  Concept-Cartoons as a Tool to Evoke and Analyze Pupils Judgments in Social Science Education
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   Keywords
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  1. Concepts in the Context of Judgments Learning Processes
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   1.1 Pupils’ Concepts in the Context of Judgments Learning Processes
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   1.2 Teachers’ Concepts in the Context of Judgments Learning Processes
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  2. Concept-Cartoons as an Approach to Pupils’ Social Science Conceptions and Misconceptions
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   Fig. 1
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  3. CCs in Social Science Education – Theoretical Assumptions
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   Fig. 2
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   Tab. 1
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  4. CCs in Social Science Education – Empirical Approximations
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   Fig. 3 Concept-Cartoon (Party ban)
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   Tab. 2
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   Tab. 3
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   4.1 Figure 1: Democratic Principles: Freedom of Speech as a Fundamental Cornerstone
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   4.2 Figure 2: Institutional Intervention: Bans as a Legitimate Political Instrument of Strong Democracies
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   4.3 Figure 3: Enlightenment through Education: The Strengthening of Democratic Subjects
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   5. Summary and Future Prospects
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   References
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   Andrea Szukala
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  Metaphors as a Tool for Diagnosing Beliefs about Teaching and Learning in Social Studies Teacher Education
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   Keywords
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   1. Introduction
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   2. Beliefs about Knowledge and about Teaching and Learning in Social Studies Education
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   2.1 Definitions
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   2.2 Two Research Positions in Epistemological Beliefs Research
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   2.3 Domain Generality and Domain Specificity of Epistemological Beliefs
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   Fig. 1 Multidimensional Ontogenetic Model of Domain-Specific Epistemological Beliefs (Greene et al. 2008)
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   2.4. Teacher Epistemological Beliefs in and Across Domains
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   3. Metaphors as a Theory and a Method for Analyzing Beliefs and Deeply Rooted Conceptualizations about Teaching and Learning
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   4. “Teaching Social Studies Reminds Me of Collecting Stamps…”: Using Metaphor Analysis for Exploring Student Teachers’ Beliefs in Social Studies Education (the BiSEd Project at the University of Bielefeld)
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   Fig. 2 Overview of the Survey
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   Fig. 3 Model for Analysing the Association of Domain Specific Epistemological Beliefs and Teaching and Learning Beliefs
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   Fig. 4 Alexander (Advanced Student): “Teaching Social Studies Reminds Me of Collecting Stamps…” (The Stamp Collection Metaphor)
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   5. Conclusions
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   Fig. 5 Strengths and Weaknesses of Metaphor Analysis as a Tool for Diagnosing Beliefs on Teaching and Learning in Social Studies Education
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  6. Annexes and References
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   Annex 1
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   Annex 2
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   References
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   Irena Zaleskene
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  Citizenship Education: Lithuanian Mapping
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   Keywords
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   Introduction
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  1. Role of Education and Main Goals for Civic Education
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   1.1 Some Remarks on Social Exclusion in Lithuania
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   1.2 Civic Education and Competencies
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   1.3 Concepts of Citizenship and the Changing Role of Civic Education
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  2. Current Status of Civic Education in Lithuania
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   2.1 Short History of Implementing Civic Education into National Curriculum.
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   2.2 The Ways of Organising Citizenship Education in Lithuania.
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  3. New Trends in the Development of Citizenship Education
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   3.1 Service Learning
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   3.2 Education for Consumer Citizenship.
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   4. Challenges for Civic Education and for Teacher Training
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   References
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