Definitions of modeling competence in science education do not yet include noncognitive factors. However, noncognitive factors are central to competence and might thus substantially improve our understanding of modeling competence. In this article, we analyze volition during preservice science teachers' engagement with a black-box modeling task and its relation to established aspects of modeling competence: metamodeling knowledge, modeling process, and modeling product. A cluster analysis of the occurrence of volition categories resulted in three clusters of volitional behavior. The clusters describe three different volition types: one action-oriented type applying a self-regulative strategy and two state-oriented types applying self-controlling strategies. Correlation analyses between clusters, volition categories and modeling process variables indicate benefits of the self-regulative strategy.

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为什么科学教育中大多数对建模能力的定义都不够充分：分析意志与建模的相关性

科学教育中建模能力的定义尚未包括非认知因素。然而，非认知因素是能力的核心，因此可能会大大提高我们对建模能力的理解。在本文中，我们分析了职前科学教师参与黑盒建模任务期间的意志及其与建模能力的既定方面的关系：元建模知识、建模过程和建模产品。对意志类别发生的聚类分析得出了三组意志行为。这些集群描述了三种不同的意志类型：一种应用自我调节策略的行动导向类型和两种应用自我控制策略的状态导向类型。聚类、意志类别和建模过程变量之间的相关性分析表明了自我调节策略的好处。