Fostering professional knowledge and competencies in interactive mathematical diagnosis: Characteristics of learning processes and effects of adaptation of prompting and presentation format (DiMaL2)

培养交互式数学诊断的专业知识和能力：学习过程的特点以及提示和演示格式的适应效果（DiMaL2）

• 批准号: 360069283
• 负责人: Professor Dr. Stefan Ufer
• 金额: --
• 依托单位: Abteilung Angewandte Erziehungswissenschaft
• 依托单位国家: 德国
• 项目类别: Research Units
• 财政年份: 2017
• 资助国家: 德国
• 起止时间: 2016-12-31 至 2023-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/360069283?language=en
• 关键词: Fostering; professional; knowledge; competencies; interactive

In its first funding period, sub-project 7 of the DFG Research Unit FOR2385 studies diagnostic competencies of future mathematics teachers in role-play simulations. To achieve this, the project developed professional knowledge tests as well as simulations, in which the students take over one of three roles (teacher, pupil, observer) and experience diagnostic interviews following specified role profiles. First results indicate, that the simulations are perceived as authentic representations of practice. The first funding period studies the influence of professional knowledge on the diagnostic competences shown in the simulations. Teacher education research shows, that this knowledge and specific sub-competencies develop already during university-based teacher education. These results also point to inter-individual differences in this development. The research project examines, if such developments can be identified for more complex demands, such as whole diagnostic interviews, and if inter-individual differences can be explained by learning prerequisites (study 2).Already in the first funding period, the project studies effects of the role taken in the simulation and the timing of reflection phases (accompanying vs. concluding). Results of educational research indicate, that learners profit differently from such simulations, depending on their learning prerequisites, the complexity of the simulation and the instructional support. In two empirical studies, the research projects thus examines the adaptation of simulations. For advanced phases of university studies, role-play simulations are compared to video-based simulations (study 2). Video-based simulations are expected to be advantageous for students with low prior knowledge, due to pre-structured opportunities for interaction. For early phases of university studies, the project analyzes, if students with different prior knowledge profit differently from knowledge activation prompts vs. reflection prompts in the video-based simulation (study 3).Furthermore, the project aims to identify learning process indicators, which point to successful learning during the simulations. This aim is approached together with the tandem project 4 in a cross-domain re-analysis of data from the first funding period (study 1). These results are used to study micro-adaptive prompting, based on learning process indicators, going beyond macro-adaptive prompting based on students’ learning prerequisites (study 3).The project connects research on video-based representations of practice and role-play simulations in teacher education. It approaches the question of transferability of results between medical and teacher education with the cross-domain re-analysis. It provides insights into the pre-conditions and processes of competence acquisition in interactive simulations, and lays the foundations to integrate them into teacher education effectively.

在第一个资助期，DFG研究单位FOR2385的子项目7研究了未来数学教师在角色扮演模拟中的诊断能力。为了实现这一目标，该项目开发了专业知识测试和模拟，在模拟中，学生承担三个角色(教师、学生、观察者)中的一个，并根据指定的角色配置文件体验诊断性访谈。第一个结果表明，这些模拟被认为是实践的真实表现。第一个资助期研究专业知识对模拟中显示的诊断能力的影响。教师教育研究表明，这种知识和特定的亚能力在大学教师教育中已经形成。这些结果也指出了这一发展过程中的个体差异。该研究项目考察这种发展是否能被更复杂的需求所确定，如完整的诊断性访谈，以及个体间的差异是否可以通过学习先决条件来解释(研究2)。在第一个资助期，该项目已经研究了模拟中所扮演的角色和反思阶段的时间安排(伴随与结束)的影响。教育研究结果表明，学习者从这种模拟中获益不同，这取决于他们的学习先决条件、模拟的复杂性和教学支持。在两项实证研究中，研究项目因此检验了模拟的适应性。对于大学学习的高级阶段，角色扮演模拟与基于视频的模拟进行了比较(研究2)。由于预先构建的互动机会，基于视频的模拟预计对先验知识较少的学生有利。对于大学学习的早期阶段，该项目分析了在基于视频的模拟中，具有不同先前知识的学生是否从知识激活提示和反思提示中获得了不同的收益(研究3)。此外，该项目旨在确定学习过程指标，这些指标表明在模拟过程中成功学习。在对第一个供资期间(研究1)的数据进行跨领域重新分析时，与Tandem项目4一起实现了这一目标。这些结果被用来研究基于学习过程指标的微观适应性提示，超越了基于学生学习先决条件的宏观适应性提示(研究3)。该项目将教师教育中基于视频的实践表征和角色扮演模拟的研究联系起来。通过跨域的再分析，探讨了医学教育与教师教育之间的成果可转移性问题。它提供了对交互模拟中能力获得的前提条件和过程的洞察，并为将其有效地整合到教师教育中奠定了基础。