Funding phase 1
Facilitating professional knowledge and diagnostic competences of biology teachers: The effect of direct instruction and scaffolding in simulation-based learning environments
Professors
Prof. Birgit Neuhaus
Prof. Tina Seidel
Prof. Stefan Ufer
Prof. Martin Fischer
PhD Candidates
Julia Schauberger
Maria Kramer
Postdoctoral Research Associate
Dr. Christian Förtsch
Project duration
2017 - 2019
Description
In project 3, biology lessons were simulated. Pre-service biology teachers used the simulation to diagnose challenging aspects concerning instructional quality of biology lesson. The diagnoses can be used for transforming further teaching. Within the project, three studies were conducted. We now investigate the effects of direct instruction of different facets of professional knowledge and the order of knowledge instruction as well as effects of scaffolding by self-explanation prompts during the diagnostic process.
Current status
(2018) The simulation-based learning environment was validated using think-aloud protocols and an expert-novice comparison. Two publications on validation results were submitted. A further publication on the expert-novice comparison as well as on the results of study 1, 2 and 3 are currently in preparation.
Funding phase 2
Facilitating diagnostic competences of biology teachers using simulation-based learning environments: Effects of prompts adapted to the pedagogical content knowledge and diagnostic activities of the learners and the role of these prompts in the course of teachers' study
Professors
Prof. Birgit Neuhaus
Dr. Christian Förtsch
Prof. Tina Seidel
Prof. Stefan Ufer
Prof. Martin Fischer
PhD Candidates
Marie Irmer
Postdoctoral Research Associate
Dr. Dagmar Traub
Project duration
2020 - 2023
Description
In project 3, the role of macro- and microadaptive prompts for fostering diagnostic competences of prospective biology teachers will be analyzed on the basis of three studies. In this project we will not only investigate which kind of prompts are more effective for the promotion of diagnostic competences, but also how can prompts be adapted to the course of teachers' study. It will be examined which prompts need to be used at which point in the course of the teachers' study in order to foster diagnostic competences effectively. All three studies will be conducted using the video-based simulation environment developed in the first funding phase.
Current status
The first data collection of the longitudinal study took place in summer 2020. Currently, macroadaptive prompts are being developed and integrated into the video-based simulation environment. The macro-adaption is carried out with regard to the pedagogical content knowledge of the learners.
Publications
Kramer, M., Stürmer, J., Förtsch, C., Förtsch, S., Seidel, T., & Neuhaus, B. J. (2020). Measuring biology teachers’ professional vision: Development and validation of a video-based assessment tool. Cogent Journal, 7(1), 1-28. https://www.tandfonline.com/doi/pdf/10.1080/2331186X.2020.1823155
Förtsch, C., Sommerhoff, D., Fischer, F., Fischer, M. R., Girwidz, R., Obersteiner, A., Reiss, K., Stürmer, K., Siebeck, M., Schmidmaier, R., Seidel, T., Ufer, S., Wecker, C., & Neuhaus, B. J. (2018). Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences. Education Sciences, 8(4), 207. https://www.mdpi.com/2227-7102/8/4/207/htm
Dorfner, T., Förtsch, C., Germ, M., & Neuhaus, B. J. (2018). Biology instruction using a generic framework of scientific reasoning and argumentation with suggested lessons. Teaching and Teacher Education, 75, 232-243. https://doi.org/10.1016/j.tate.2018.07.003
Kramer, M., Stürmer, J., Förtsch, C., Seidel, T., Ufer, S., Fischer, M. R. & Neuhaus, B. J. (in press.). Diagnosing instructional quality of biology lessons based on staged-videos: Developing DiKoBi, a simulation-based learning environment. In F. Fischer & A. Opitz (Hrsg.), Learning to diagnose with simulations - examples from teacher education and medical education. Springer Briefs in Education Series. New York: Springer.