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It reports early experiences from Austria’s special program “Competencies in Mathematics and Science Teaching,” focusing on how teachers adopt the new concept and what support is valued. Two program aspects are treated in detail: evaluation procedures and the role of exercises and problem tasks, alongside contextual discussion of standards and competence-based approaches.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/competencies-in-science-teaching-leopold-mathelitsch/598888/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/competencies-in-science-teaching-leopold-mathelitsch/598888.png","ImageObject",300,407,{"name":92,"@type":93},"jay","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the paper’s main focus regarding science education?","Question",{"text":112,"@type":113},"It discusses how competencies should be understood and implemented in science teaching, including comparisons of competence models across German-speaking countries.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which support needs of teachers are highlighted in the Austrian program?",{"text":117,"@type":113},"The text reports early experiences about how teachers adopt the competency concept and what kinds of support are appreciated when implementing it.",{"name":119,"@type":110,"acceptedAnswer":120},"What two program components does the paper explain in detail?",{"text":121,"@type":113},"It details the evaluation of the program and the role of exercises and problems within the broader competence and standards context.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598888,1792758010,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Competencies in Science Teaching  \nLeopold Mathelitsch1  \n• The role of competencies is discussed with respect to science teaching. In particular, competence models from Germany, Switzerland and Austria are presented and compared. A special topical program, ‘Competencies in Mathematics and Science Teaching’, was started in Austria three years ago. Initial experiences with this program are reported, specifically with regard to how the teachers adopt this new idea of competencies and which kind of support is appreciated. Two aspects of the program are explained in detail: the evaluation of the program and the role of exercisesand problems.  \nKeywords: Competencies; Science teaching; Competence models;  \nEvaluation; Exercises and problems  \n1 Institute of Physics, University of Graz, Austria and Regional Centre for Didactics of Physics, Styria; leopold.mathelitsch@uni-graz.at  \nKompetence v poučevanju naravoslovja  \nLeopold Mathelitsch  \n• Prispevek obravnava vlogo kompetenc v okviru poučevanja naravoslovja. Predstavljeni in primerjani so predvsem nemški, švicarski in avstrijski modeli kompetenc. V Avstriji je bil pred tremi leti vpeljan poseben tematski program Kompetence v poučevanju matematike in naravoslovja. V prispevku so predstavljene prve izkušnje programa, in sicer o tem, kakoučitelji sprejemajo nov koncept kompetenc in kakšno podporo pri izvajanju programa potrebujejo. Podrobneje sta predstavljena dva vidika programa: evalvacija programa ter vloga vaj in problemskih nalog.  \nKljučne besede: kompetence, poučevanje naravoslovja, model kompetenc, vaje in problemske naloge  \nIntroduction  \n‘Competencies’, ‘competence models’, and ‘standards’ have become immensely popular terms, but also relevant issues, at least in the educational systems in German-speaking countries. This may be an outcome of international comparative studies, such as TIMSS and PIRLS (Timss, 2011) or PISA (Pisa, 2009), where the results of the students in these countries were below high expectations, and in some cases even below average. In order to counteract and to overcome this undesired situation, several programs have been initiated: in Germany SINUS (Sinus, 2007) and Science in Context (Parchmann et al., 2006), in Switzerland HarmoS (Harmos, 2009), in Austria IMST (Imst, 2013) .  \nThe international studies assess and compare the knowledge, but also the attitudes of students in different fields and at different stages of their education. The result of a certain period of education is thereby measured. This had some influence on the focus of researchers in education as well as that of policymakers. Previously, the curriculum was the main educational directive given to the teacher, stating what had to be taught, and also in some cases, by what means. This was an input-oriented and a teacher-centred approach. Now, the attention turned to the output, i.e. what students should have learnt within a certain period. This is an output-oriented and student-centred construction, very often formulated in terms of competencies and standards.  \nAn overview of this approach and of competence models is given in the next chapter, with a special focus on the science subjects of biology, chemistry and physics. The most important factor in implementing a new idea in an educational system is the teacher. How do teachers adopt this new concept and how do they apply it in their classroom? A thematic program was started in Austria three years ago in order to support teachers in the implementation of competencies, and the third chapter reports on this process. School projects lasting for one year constitute the centre of the thematic program. The projects are proposed and executed by teachers or teams of teachers, and they are supposed to be focused on specific aspects of competencies. Two important components of these projects will be emphasised in Chapters Four and Five: One is on the evaluation of the projects, which is done by the teachers themselves using methods of acti","cbCaivutf22gMmJ4","https://ap.wps.com/l/cbCaivutf22gMmJ4","pdf",161273,16,"English","# Introduction\n## Output-oriented, student-centred competence approaches\n# Competencies, competence models and standards in teaching science\n## Definitions and scope of competence\n## From abstract definitions to competence models\n## Links to standards and student problem tasks","[{\"question\":\"What is the paper’s main focus regarding science education?\",\"answer\":\"It discusses how competencies should be understood and implemented in science teaching, including comparisons of competence models across German-speaking countries.\"},{\"question\":\"Which support needs of teachers are highlighted in the Austrian program?\",\"answer\":\"The text reports early experiences about how teachers adopt the competency concept and what kinds of support are appreciated when implementing it.\"},{\"question\":\"What two program components does the paper explain in detail?\",\"answer\":\"It details the evaluation of the program and the role of exercises and problems within the broader competence and standards context.\"}]","Competencies in Science Teaching - Leopold Mathelitsch | PDF",1792087787]