Ein empirisches Erklärungsmodell zum fachspezifischen Wissen von Schülern bei Einmündung in die bautechnische Fachschule

Abstract

discusses the establishment of evidence-based descriptive and explanatory knowledge on the entrance requirements for students at technical schools and the generation of an empirical explanatory model for structural engineering students’ technical knowledge at the begin- ning of their further education. The results are based on a representative study that was carried out at technical schools (Fachschule) for structural engineering in the states of Baden-Württemberg and Hesse. The fi ndings of the study showed that students enter technical schools with highly hetero-geneous quali fi cations. The central differences lie in their school and professional quali fi cations, in their work experience and in their cognitive learner characteristics as determined through tests. The developmental model shows that the students’ technical knowledge upon entry into a technical school can be explained on the basis of their general cognitive performance and mathematical abilities and less by interest in the subject matter, work experience and age.