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The research tests hypotheses that competencies are not phrased correctly in curricula and by teachers without or after continuous training. Using Roegiers’ competency features and competency levels, it compares curriculum and 9 teachers’ responses, finding frequent inaccuracies and mixed subject-matter versus general competencies.",{"@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/on-competencies-characteristic-of-geography-in-high-school-volume-1-issue-2/588416/",{"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/on-competencies-characteristic-of-geography-in-high-school-volume-1-issue-2/588416.png","ImageObject",300,407,{"name":92,"@type":93},"Putri","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","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 main purpose of the study?","Question",{"text":112,"@type":113},"To analyze literature definitions of capacity, skill, and competency and compare them with how these competencies are phrased in high school geography curricula and by teachers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which framework is used to evaluate competencies?",{"text":117,"@type":113},"The study uses Roegiers (1998) five essential features of competencies and also adds the level of competency as an additional dimension.",{"name":119,"@type":110,"acceptedAnswer":120},"What key problem does the study identify in curriculum and teacher phrasing?",{"text":121,"@type":113},"Competencies are often not phrased correctly, limiting students’ development and assessment, with teachers using lists that mix subject-matter and general competencies and adding or omitting competencies.","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},588416,1792911826,{"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":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Volume 1, Number 2, 2008  \nON COMPETENCIES CHARACTERISTIC OF GEOGRAPHY IN  \nHIGH SCHOOL  \nMaria Eliza Dulamă, Oana-Ramona Ilovan  \nAbstract: The purpose of our study was that of analysing, starting from literature, the definitions of the following concepts: capacity, skill, and competency, as well as of analysing the competencies they phrased in school curricula and those that teachers phrased. Moreover, we wanted to give appropriate examples. The hypotheses of our study were the following: they had not phrased correctly competencies in school curricula and teachers undergoing a continuous training course or programme phrased correctly the competencies characteristic of a certain field.  \nThis study had as a starting basis the concept of competency as a sum of declarative knowledge, procedural knowledge, and attitudes that were characteristic to an individual and that he or she activated (transformed and integrated) in planning and solving certain tasks (Brien, 1997) in a certain field, in a certain case. Roegiers (1998) underlined that competencies had five essential features: somebody’s calling up of a sum of resources (different types of knowledge, experiences, capacities, schemes, automatisms, etc.); finalised character; relation to a sum of situations;  \nfrequent subject matter features; it could be assessed. To all these features we added another one, that of the level of competency. In order to reach the above-mentioned purposes and for verifying our hypotheses, we analysed the competencies in the high school curricula and the competencies that 9 Geography teachers phrased, after undergoing a continuous teacher training course on the“Development of Subject Matter Skills and Competencies”. We concluded that taking into account the features of the competency that Roegiers identified, they did not phrase correctly those competencies and that hindered high school students’ development and assessment. Out of the particular competencies in the curriculum for Geography, in high school, we considered to be phrased correctly or partially correctly only 5 for the 9th grade, 1 for the 10th grade, 4 for the 11th grade, and 8 for the 12th grade. We noticed that: teachers presented lists including different competencies; they included competencies listed in our course, but without inserting all the possible ones and added new competencies; they included both subject matter competencies and non subject matter ones (or general ones); the group of teachers phrased 41 subject matter competencies and 48 general ones and phrased incorrectly 22 competencies, and these demonstrated that this course was an efficient one.  \nZusammenfassung: Observationen über spezifische Konzepte in Geographie im Gymnasium.  \nZiel dieser Studie ist die Analyse verschiedener Bibliographien, Definitionen von Konzepten wie: Kapazität, Abiltät, Kompetenz von verschiedenen Konzepten aus schulischen Programmen (Curriculum im Gymnasium, und diejenigen, die die Lehrer für die verschiedenen Vergleichsanalysen und Beispiele entwickelt haben. Diese Analyse zeigt, dass verschiedene Hypothesen in schulischen Programmen (Curriculum) nicht immer korrekt dargestellt sind und dass die Lehrer, die an einer Fortbildung teilnehmen, danach ein besseres, geeignetes Konzept in Folge formulieren. Diese Fallstudie bezieht sich auf Kompetenz in einer Form von verschiedenendeklarativen, integrativen Kenntnissen einer korrekte Planung und Bearbeitung, geeignet für ein genaues Gebiet und eine genaue Situation (Brienne 1997) . Nach Roegers (1998) beinhaltet eine Kompetenz fünf verschiedene Charakteristika: Mobilisierung verschiedener Ressourcen (verschiedene Kenntnisse, Typen, Erfahrungen, Automatismen etc.), manchmal mit einemdisziplinären Charakter, Evaluation und Kompetenz. Ziel ist die Auswertung verschiedener Hypothesen. Dafür ausgewertet wurden die Kompetenzen aus schulischen Programmen (Curriculum), speziell im Gymnasium, und die Vorschläge von neuen Geographielehrern nacheinem Fort","cbCaish42JUY5GGO","https://ap.wps.com/l/cbCaish42JUY5GGO","pdf",305559,"English","# Introduction\n## Competency definitions and study purpose\n## Roegiers’ features and added competency level\n## Analysis of curriculum vs. teacher phrasing\n## Findings on grade-level competency wording\n## Conclusion","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To analyze literature definitions of capacity, skill, and competency and compare them with how these competencies are phrased in high school geography curricula and by teachers.\"},{\"question\":\"Which framework is used to evaluate competencies?\",\"answer\":\"The study uses Roegiers (1998) five essential features of competencies and also adds the level of competency as an additional dimension.\"},{\"question\":\"What key problem does the study identify in curriculum and teacher phrasing?\",\"answer\":\"Competencies are often not phrased correctly, limiting students’ development and assessment, with teachers using lists that mix subject-matter and general competencies and adding or omitting competencies.\"}]","ON COMPETENCIES CHARACTERISTIC OF GEOGRAPHY IN HIGH SCHOOL - Volume 1 - Issue 2 | PDF",1792065202,25]