References of "Müller, Jonas 50002749"
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See detailDeterminants of Individual Occupational Careers in the 21st Century – Why Complex Problem Solving Matters Beyond General Mental Ability
Mainert, Jakob UL; Kretzschmar, André UL; Müller, Jonas UL et al

Scientific Conference (2014, August 27)

The OECD (2010) views problem solving as essential for lifelong learning. Recently, the 2012 PISA cycle administered domain-general problems, which featured the complexity of the structure, dynamics and ... [more ▼]

The OECD (2010) views problem solving as essential for lifelong learning. Recently, the 2012 PISA cycle administered domain-general problems, which featured the complexity of the structure, dynamics and interconnections of variables, and intransparency of the situation. This emphasis on domain-general problems expresses a paradigmatic shift to lifelong learning. In an attempt towards an integrative process theory of CPS, Fischer, Greiff and Funke (2012) portray knowledge acquisition and knowledge application as the core processes of CPS, which are distinguishable from classical cognitive ability (Dörner, 1986). These core processes are assessed in research via innovative computer-based microworlds. These microworlds simulate complex problems, which share features with real world problems, require knowledge acquisition and knowledge application for a successful task completion and offer a wide range of tasks and approaches (Greiff, Holt, et al., 2013; Greiff, Fischer, et al., 2013). Initiatives looking for the facilitation of so-called 21st century skills (e.g., Griffin, McGaw, & Care, 2012; National Research Council, 2012a; OECD, 2013a, 2013b) strongly relate CPS to demands for professional development as resulting from shifts towards non-routine problem solving and communication tasks in the working lives of adults (e.g., successfully adapting towards IT-depending occupations; Autor, Levy, & Murnane, 2003). So far, the application of CPS in research and practice has mainly been restricted to primary and secondary education. Lifespan or educational research on the role of transversal cognitive skills such as CPS for learning later in life is scarce at best and adult education practice fails to fully tap into the requirements of a working reality (Smith & Reio, 2006), which is defined by uncertainties, contradictions, and dynamic changes. CPS is considered to be important for lifelong learning and occupational success, but underrepresented in research and practice. As a consequence, adult education’s mission to provide opportunities for career preparation (e.g., Gianakos, 1996) and intellectual growth (Perry, 1999) seem to be at risk. Hence, the research goals in this study are to (1) enlarge the understanding for determinants of occupational career indicators (e.g. lifelong learning efforts) and eventually (2) encourage the inclusion of CPS on the adult educational research and practice agenda. Our research goals are built on a rich research fundus of the impact of GMA on professional development (e.g., Schmidt & Hunter, 1998) and promising results on the predictive validity of CPS for academic achievement (e.g., Schweizer, Wüstenberg, & Greiff, 2013; Sonnleitner, Keller, Martin, & Brunner, 2013; Wüstenberg, Greiff, & Funke, 2012) and occupational performance (Abele et al., 2012; Danner et al., 2011). Hence, the targeted constructs are GMA, and CPS as a transversal cognitive skill in occupational careers and professional development. [less ▲]

Detailed reference viewed: 97 (5 UL)
See detailWhy 21st century children need to excel at problem solving
Greiff, Samuel UL; Müller, Jonas UL

Article for general public (2014)

Detailed reference viewed: 719 (2 UL)
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See detailExploiting the Potential of Process Data in Complex Problem Solving Assessment
Greiff, Samuel UL; Müller, Jonas UL

Scientific Conference (2014, March)

Detailed reference viewed: 49 (3 UL)
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See detailWofür übernehmen Unternehmungen Verantwortung? Und wie kommunizieren sie ihre Verantwortungsübernahme?
Beyer, Susan; Bohn, Stephan; Grünheid, Toni et al

in Zeitschrift für Wirtschafts- und Unternehmensethik (2014), 15(1), 57-80

Detailed reference viewed: 79 (8 UL)
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See detailKomplexes Problemlösen als eigenständiges Konstrukt
Mainert, Jakob UL; Müller, Jonas UL; Greiff, Samuel UL et al

Scientific Conference (2013, September 25)

Recently published studies on Complex Problem Solving (CPS) suggest that assessments of CPS using multiple complex systems are only moderately related to tests of classical cognitive abilities. Further ... [more ▼]

Recently published studies on Complex Problem Solving (CPS) suggest that assessments of CPS using multiple complex systems are only moderately related to tests of classical cognitive abilities. Further, CPS assessments show incremental validity beyond tests of other cognitive abilities when predicting relevant outcomes. However, these empirical accounts have relied on single CPS assessment instruments. We do not know whether these findings will generalize to the construct level across different CPS assessment instruments. To answer this question, we tested a sample of N = 339 German university students who completed three CPS assessment instruments based on multiple complex systems (MicroDYN, the Genetics Lab, and MicroFIN) and the matrices subtest of the Intelligence Structure Test as measure of reasoning. Students further reported their school grades. Analyses including latent multitrait–multimethod models provided support for the conceptualization of CPS as a complex cognitive ability. Results indicated that different CPS assessment instruments showed sufficient convergent validity (with a consistency mostly between .50 and .60). In addition, we found evidence for the divergent validity of CPS from reasoning (reasoning predicted two CPS facets, knowledge and control, àKNOW = .49 and àCON = .53, respectively). In the prediction of academic achieve- ment, CPS explained variance in natural science grades after we controlled for reasoning (àCPS = .22), whereas social science grades were not predicted. Our findings suggest that the validity of CPS generalizes across different measurement instruments. [less ▲]

Detailed reference viewed: 115 (16 UL)
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See detailDer MicroFIN-Ansatz. Eine erweiterte Erfassung von Problemlösefähigkeit
Kretzschmar, André UL; Müller, Jonas UL; Greiff, Samuel UL

Scientific Conference (2013, September)

Detailed reference viewed: 46 (13 UL)
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See detailExploring exploration: inquiries into exploration behavior in Complex Problem Solving assessment
Müller, Jonas UL; Kretzschmar, André UL; Greiff, Samuel UL

in Proceedings of the 6th International Conference on Educational Data Mining (2013, July)

Detailed reference viewed: 79 (15 UL)
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See detailAssessment of Complex Problem Solving: The New MicroFIN Approach
Kretzschmar, André UL; Müller, Jonas UL; Greiff, Samuel UL

Scientific Conference (2013, July)

Detailed reference viewed: 67 (7 UL)
See detailComplex Problem Solving within the Lifelong Learning Project
Kretzschmar, André UL; Müller, Jonas UL; Wolff, Christian UL et al

Scientific Conference (2013, April)

Detailed reference viewed: 62 (11 UL)
See detailBeyond Reasoning? Searching for the Construct of Complex Problem Solving
Wolff, Christian UL; Müller, Jonas UL; Kretzschmar, André UL et al

Scientific Conference (2013, April)

Detailed reference viewed: 50 (6 UL)
See detailAn authoring tool to create Complex Problem Solving items: The Item Builder
Pöll, U; Hilse, J.; Müller, Jonas UL et al

Scientific Conference (2012, April 25)

Detailed reference viewed: 38 (2 UL)