Intensionen und Intentionen von Curricula: Die Entwicklung von Domänenmodellen als Voraussetzungen für die Operationalisierung von Lehrplänen in geringstrukturierten Domänen am Beispiel der ökonomischen Bildung

The development of economic competence is an important building block for the participation of individuals in society. The highly heterogeneous school-based learning opportunities so far are characterized by diverse and partly controversial conceptions and models from a scientific and didactical point of view. There is a lack of sufficiently recognized common, superordinate points of comparison for the analysis of curricular contents for the measurement of economic competencies as well as for the further development of curricula. This paper aims to show how domain models can be used to create reference points in domains without overarching points of comparison, such as enacted educational standards, to analyze curricula from different states. Domain models can thus be used to describe content more precisely- and cognition-related goals of the intended curricula. Based on an economic domain model, a deductive category system was developed to comparatively analyze curricula of economic education from ten different states (N = 31). The results of the analysis show a sufficient representation of the postulated domain model in the curricula of economic education. Furthermore, content and cognition-related differences between school types can be identified. The results can serve as a starting point for the development of coherence of instructional activities in economics education and provide valuable hints for a deeper understanding of curricular intentions for teaching practice.