Overview of all Projects
Funding phase 1: Model validation by means of meta-analytical integration of research group findings
Project description
- The meta-analytical project M lies at the core of the COSIMA research group. It aims to deliver a quantitative synthesis of the currently available literature on facilitation of diagnostic competencies in simulation-based learning environments, as well as to integrate the results of the research group findings and test their assimilation into an overarching model. The goal is to give impetus to innovation in research strategies and methods.
Funding phase 2: Model validation by means of meta-analytical integration of research group findings
Project description
- A central core of the research group initiative remains the meta-analytical project M. On the one hand, it provides a quantitative synthesis of the currently available literature on the adaptive fostering of diagnostic skills in simulation-based learning environments and, on the other hand, it integrates the findings of the research group across all COSIMA projects to test the assumptions in the joint working model. Already in the first funding phase, project M was able to provide important findings through publications on the meta-analytical overview of the effectiveness of simulations for the training of complex skills (Chernikova et al., 2019), as well as for the analysis of process data (Stadler et al., 2019), from which the entire research group benefits. In the second funding phase, project M would like to build on these previous successes in order to provide an innovative impulse in the areas of research strategy and methodology.
Project description
- Project 1 simulates elementary school students dealing with mathematics tasks. Prospective primary school teachers are asked to assess typical student misconceptions and to identify the student's competence level in mathematics by assigning tasks to the simulated students. Three experiments will be conducted in which learners are scaffolded by reducing the complexity of the learner's task as well as by learning collaboratively with different role-manuscripts.
Project description
- Project 1 simulates elementary school students dealing with mathematics tasks. Prospective primary school teachers are asked to assess typical student misconceptions and to identify the student's competence level in mathematics by assigning tasks to the simulated students. Three experiments will be conducted in which learners are scaffolded by reducing the complexity of the learner's task as well as by learning collaboratively with different role-manuscripts.
Project description
- In project 2 the teacher-student interaction in secondary school geometry lessons is simulated. Teacher-student interaction in secondary school geometry classes will be simulated in a video-based simulation environment to determine the mathematical reasoning skills of students. In funding phase 1, three studies were carried out in which the prerequisite profiles of diagnoses and the effects of prompts on the acquisition of diagnostic skills were examined.
Project description
- In the second funding phase of the Visit-Math project, the diagnostic skills of teacher education students of mathematics are being investigated in continuation of the first phase. The focus in funding phase 2 is on the investigation of the development of diagnostic competencies during the course of studies, especially with regard to currical elements, on the one hand, and on the adaptation of prompts to optimize scaffolding measures, which were tested in funding phase 1, on the other hand.
Project description
- In project 3 biology lessons were simulated. Pre-service biology teachers use the simulation to diagnose problematic aspects concerning instructional quality of biology lesson. The diagnosis can be used for transforming further teaching. Within the project 3 studies are conducted. We investigate the effects of direct instruction of different categories of professional knowledge and the order of knowledge instruction as well as effects of scaffolding by self-explanation prompts during diagnostic process.
Project 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.
Project description
- Project 4 aims to foster clinical reasoning skills in history-taking, an essential interactive diagnostic situation. Three studies will be conducted to investigate the effects of assigned role (doctor, patient, observer) and structured reflection on the clinical reasoning process and the acquisition of clinical reasoning skills.
Project description
- Project 4 (TP 4) deals with possibilities of promoting diagnostic skills in the clinical history taking. In two studies, the influence of scaffolding types, solution examples and reflection phases on diagnostic activities in the learning process as well as on the acquisition of diagnostic competence in learning will be investigated using video simulations with typical and atypical cases. In a further study, in close coordination with project 7, learning process data and reflection contents of the role play simulations from the first funding period will be re-analysed in order to enable a domain comparison (medicine and mathematics didactics).
Project description
- In Project 5, interdisciplinary collaboration between teachers of biology and physics is simulated. Pre-service teachers of these subjects are supposed to learn how to collaboratively diagnose high school students’ scientific reasoning skills. In phase 1 the project comprises three studies. With respect to instructional support, the effects of direct instruction and of socio-cognitive scaffolding by means of collaboration scripts are investigated.
Project description
- Phase 2 of the project also comprises three studies. Based on the results from project phase 1, effects of professional knowledge and sociocognitive scaffolding are verified transcontextually (comparing school education and medicin). Beyond that, effects of several adaptive scaffolds are investigated: Micro-adaptation of the cognitve scaffolding during individual diagnosing based on individual diagnostic performance and macro-adaptation of the sociocognitive scaffolding during collaborative diagnosing based on the collaborative diagnostic competences of a learning partner.
Project description
- In the first project phase of project 6, a document-based simulation was developed, implemented in CASUS and piloted in a pilot study. In addition, ten complex patient cases were developed and validated in an expert workshop. Three studies were then conducted in which learners were supported in the cooperative diagnostic process by different variants of socio-cognitive scaffolding with a collaboration script and reflection phases. As part of the first study, two extensive validation studies were carried out, in which a total of over 100 medical students with different levels of prior knowledge and almost 30 internists took part. In the second study, an intervention study was conducted in which approximately 150 medical students were supported in collaborative diagnostic processes using a static or adaptive collaboration script. In the third study, the adaptive collaboration scripts were experimentally varied using a 2x2 design with reflection phases on the individual diagnostic process in order to investigate both the effectiveness of the joint use of both instructional forms of support and their dependence on the learners' prior knowledge. A total of approx. 150 medical students took part.
Project description
- In the second project phase of project 6, the first study, based on data from the previous studies of both funding phases of projects 6 and 5, investigated the extent to which correlations between the explanatory factors of diagnostic quality in collaborative diagnostics can be statistically proven and whether these apply across contexts and studies. The second project phase of SP6 also focuses on a comprehensive experimental study with around 200 medical students, which could only be carried out in summer 2022 due to restrictions and delays caused by the COVID-19 pandemic. Based on this data, an experimental study was conducted using a 2x2 design to investigate the influence of adaptation of reflection phases on the strategic and conceptual knowledge of one's own discipline. For this study, low and highly structured reflection phases were developed via the collaborative diagnostic process. For the third study, further learning prerequisite data (e.g. self-regulation skills) was collected to supplement previous learning process data using learning analytics methods. The aim is to identify learners with support needs and their causes. The aim is to create an adaptation basis for learning support.
Project description
- Project 7 focuses on the acquisition of diagnostic competencies for prospective mathematics teachers. To this end, diagnostic interviews on demimals between a teacher and a learner are simulated in role-plays. These simulations are used to measure and foster the professional competencies, which are necessary in these interactive diagnostic situations, in mathematics teacher education students. A particular emphasis lies on the specific professional knowledge which is required in order to diagnose successfully. Moreover, the effects of the role taken in the diagnostic simulation (teacher, learner, observer), as well as the effects of the design of reflection phases on the diagnostic process and the acquisition of diagnostic competences are investigated.
Project description
- Project 7 focuses on the acquisition of diagnostic competencies for prospective mathematics teachers. To this end, diagnostic interviews on demimals between a teacher and a learner are simulated in role-plays. These simulations are used to measure and foster the professional competencies, which are necessary in these interactive diagnostic situations, in mathematics teacher education students. The second phase of the project studies on the effects of different forms of presentation (live vs. video) and implements knowledge-activation and reflections prompts adaptively.