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Study programs in the field of educational science aim at the qualification for educational research and practice. With the growing relevance of evidence-based education it is crucial for both undergraduate and graduate student to develop research competence. Such research competence goes beyond the mere reception of scientific knowledge (i.e., research literacy): It also includes comprises the ability to think and work scientifically. The main goal of the present project is the development of a theoretically founded and empirically validated competence model on scientific literacy in the educational sciences for undergraduate and graduate students. This model is the basis for assessing such competencies and their development. Subprojects: 1. „Educational Research Literacy“: The Ability to Understand and Use Research Knowledge as a Facet of Educational Research Competence (Wirtz, Hosenfeld, Leuders & Groß Ophoff) 2. „Science Communication“: Genre Knowledge as a Determinant of Successful Research Communication (Nückles, Watermann, Wittwer, Winter) 3. Understanding the Nature of Science and Epistemological Beliefs as Facets of Educational Research Competence (Leuders, Stahl & Rott) 4. Construct Validation Based on the Analysis of Differential Competence Development Processes (Renkl, Wirtz, Wischgoll) 5. Integration and Methodological Optimization, Analysis of Cross-Project Research Questions, Coordination (Wirtz , Hosenfeld, Nückles, Wittwer, Groß Ophoff, Schladitz)
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