Coordination Funds

协调基金

• 批准号: 316818976
• 负责人: Professor Dr. Frank Fischer
• 金额: --
• 依托单位: Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie
• 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/316818976?language=en
• 关键词: Coordination; Funds

Located at LMU and TUM in Munich, the research unit COSIMA (FOR 2385) includes researchers from teacher education, medical education, and educational psychology. Based on a conceptual framework, the research unit addresses fundamental questions regarding the instructional support within simulation-based learning environments aimed at fostering diagnostic competences. One research focus is the concept of scaffolding, i.e. supporting learners while they are working on a task, e.g. with worked-out examples, role-taking, prompts, or reflection phases. At the beginning of the first funding period subprojects 1 through 7 developed and validated simulation-based learning environments and, where necessary, new assessment instruments. Now, the subprojects are conducting experiments on the conditions under which certain types of scaffolding will benefit learning processes and the acquisition of diagnostic competences. Subproject M is responsible for the meta-analytic integration of results within the research unit and with the broader empirical research literature. Thus, it is possible to investigate the effects of scaffolding for a broad range of contexts. The first results, mainly based on meta-analyses, show large effects of simulations on the acquisition of complex competences. Moreover, scaffolding supports the acquisition of diagnostic competences with a medium effect size. However, this effect is moderated by learning prerequisites and context variables. The variation of effects due to different diagnostic situations (document-based vs. interaction-based diagnoses) is more pronounced than the one between domains (e.g. teacher education vs. medical education). The results of the meta-analyses further show that even advanced learners benefit from certain types of scaffolding. These results are used to formulate hypotheses about the sequence of types and amounts of scaffolding. Therefore, a focus of the second funding period is on adapting scaffolding for different or changing learning prerequisites. The research questions are: What are the effects of type and amount of scaffolding as well as the time of the adaptation and the adaptation means on diagnostic processes and the acquisition of diagnostic competences? It is a goal to continue all of the subprojects in the second funding period. As before, (quasi-)experiments will be used to answer research questions. Additional methodological foci are in-depth analyses of learning processes and longitudinal studies on the facilitation of diagnostic competences. Furthermore, the research unit will use recent meta-analytic methods and expand the aggregation of primary data from the subprojects to answer questions regarding the domain specificity of effects of instructions. The coordination project will use the requested funding to manage the collaboration within the research unit, for international networking, for equal opportunity measures, and for public relation tasks.

位于慕尼黑的LMU和TUM，研究单位COSIMA （FOR 2385）包括来自教师教育，医学教育和教育心理学的研究人员。在概念框架的基础上，研究单元解决了基于模拟的学习环境中教学支持的基本问题，旨在培养诊断能力。一个研究重点是脚手架的概念，即支持学习者，而他们正在工作的任务，例如与工作出的例子，角色扮演，提示，或反思阶段。在第一个资助期开始时，子项目1到7开发并验证了基于模拟的学习环境，必要时还开发了新的评估工具。现在，子项目正在进行实验，以确定在何种条件下，某些类型的脚手架将有利于学习过程和诊断能力的获得。子项目M负责将研究单位内的结果与更广泛的实证研究文献进行meta分析整合。因此，有可能在广泛的背景下研究脚手架的影响。第一个结果主要基于元分析，表明模拟对复杂能力的习得有很大影响。此外，脚手架以中等效应量支持诊断能力的获得。然而，这种影响被学习先决条件和上下文变量所缓和。不同诊断情况（基于文件的诊断与基于互动的诊断）造成的影响差异比不同领域（例如教师教育与医学教育）之间的差异更为明显。元分析的结果进一步表明，即使是高级学习者也能从某些类型的脚手架中受益。这些结果用于制定关于脚手架的类型和数量顺序的假设。因此，第二个资助期的重点是使脚手架适应不同或不断变化的学习先决条件。研究的问题是：脚手架的类型和数量以及适应的时间和适应手段对诊断过程和诊断能力的获得有什么影响？我们的目标是在第二个筹资期继续所有的次级项目。和以前一样，（准）实验将用于回答研究问题。其他方法学重点是对学习过程的深入分析和对促进诊断能力的纵向研究。此外，研究单位将使用最新的元分析方法，并扩大来自子项目的主要数据的汇总，以回答有关指令效果的领域特异性的问题。协调项目将使用所申请的资金来管理研究单位内部的合作、国际网络、平等机会措施和公共关系任务。