DiKoBi2: Fostering diagnostic competencies of pre-service biology teachers using simulation-based learning environments: Effects of prompts adapted to pedagogical content knowledge and diagnostic activities and the importance of prompts in their course of

DiKoBi2：使用基于模拟的学习环境培养职前生物教师的诊断能力：适应教学内容知识和诊断活动的提示的效果以及提示在其课程中的重要性

• 批准号: 316700599
• 负责人: Professorin Dr. Birgit Jana Neuhaus
• 金额: --
• 依托单位: Friedl Schöller-Stiftungslehrstuhl für Unterrichts- und Hochschulforschung
• 依托单位国家: 德国
• 项目类别: Research Units
• 资助国家: 德国
• 项目状态: 未结题
• 来源: https://gepris.dfg.de/gepris/projekt/316700599?language=en
• 关键词: DiKoBi2; Fostering; diagnostic; competencies; pre

TP 3 of the DFG Research Unit COSIMA (FOR 2358) focuses on the importance of the knowledge base for developing diagnostic competences. Within in the first funding phase, the focus was on the effects of the different knowledge facets – content knowledge, pedagogical content knowledge (PCK), pedagogical-psychological knowledge – on developing diagnostic competences. Based on this, the main question of the second funding phase is on how diagnostic competences can be fostered by scaffolding using different forms of PCK-prompts. Therefore, it is analyzed how microadaptive and macroadaptive PCK-prompts have to be included in the simulation-based learning environment to foster diagnostic competences effectively.Besides studies on the effectiveness of scaffolding and simulation-based learning environments, the theoretical foundation build models, which emphasize PCK for competence development. The Refined Consensus Model of PCK (RCM, Carlson & Daehler, 2019) describes reflection processes as a possibility to transfer personal PCK, which is based on a teacher’s experiences, to enacted PCK, which is an action-related form of PCK (Alonzo et al., 2019). Still not clear is, how this transfer takes place, how simulation-based learning environments can foster this transfer, and how microadaptive and macroadaptive scaffolding can be included effectively in such environments. Chernikova et al. (in press.) showed that in a meta-analysis, conducted by TP M, that complex problem solving processes, such as diagnosing in medical or pedagogical contexts, can be fostered by scaffolding. Learners with less prior knowledge mainly benefit from examples, whereas learners with higher prior knowledge benefit from prompts on critical points. Additionally, Belland et al. (2017) showed, that for learning processes macroadaptive scaffolding is more effective compared to micoadaptive scaffolding. Based on this, the central research question of TP 3 is how PCK-scaffolding can be used in simulation-based learning environments to foster diagnostic competences effectively.To answer the research question, three experimental studies will be conducted using the simulation-based learning environment, which has been developed in the first funding phase (Kramer et al., 2019b). Within the first study, macroadaptive prompts based on the PCK of the learners and within the second study, microadaptive prompts based on the diagnostic activities of the learners will be included in the simulation-based learning environment. The third study, which is conducted in a longitudinal design throughout the pedagogical studies, includes microadaptive and macroadaptive prompts based on the PCK of the learners.After answering these fundamental questions, the simulation-based learning environment can be embedded permanently into the curriculum of the pedagogical studies.

DFG研究单位COSIMA（FOR 2358）的TP 3侧重于知识基础对发展诊断能力的重要性。在第一个供资阶段，重点是不同的知识方面的影响-内容知识，教学内容知识（PCK），教学心理知识-发展诊断能力。在此基础上，第二阶段资助的主要问题是如何通过使用不同形式的PCK提示的支架来培养诊断能力。因此，本文分析了如何在模拟学习环境中引入微观适应性和宏观适应性的PCK提示来有效地培养学生的诊断能力，并在此基础上建立了以PCK为核心的能力培养模型。PCK的精炼共识模型（RCM，Carlson & Daehler，2019）将反思过程描述为将基于教师经验的个人PCK转移到制定的PCK的可能性，这是PCK的一种与行动相关的形式（Alonzo et al.，2019年）。目前尚不清楚的是，这种迁移是如何发生的，基于模拟的学习环境如何促进这种迁移，以及如何在这种环境中有效地包括微适应性和宏观适应性支架。Cherelova et al.（in press.）在TP M进行的一项荟萃分析中表明，复杂的问题解决过程，如医疗或教育背景下的诊断，可以通过支架来促进。先验知识较少的学习者主要受益于示例，而先验知识较高的学习者则受益于关键点的提示。此外，Belland et al.（2017）表明，对于学习过程，宏观自适应支架比微观自适应支架更有效。基于此，TP 3的中心研究问题是如何在基于模拟的学习环境中使用PCK-scaffolding来有效地培养诊断能力。为了回答这个研究问题，将使用在第一资助阶段开发的基于模拟的学习环境进行三项实验研究（克雷默等人，2019年b）。在第一项研究中，macroadaptive提示的基础上的PCK的学习者和在第二项研究中，microadaptive提示的基础上的诊断活动的学习者将被包括在基于模拟的学习环境。第三项研究是在整个教学研究中进行的纵向设计，包括基于学习者PCK的微适应和宏适应提示，在回答了这些基本问题之后，基于模拟的学习环境可以永久地嵌入到教学研究的课程中。