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

DFG研究单位COSIMA （FOR 2358）的TP 3侧重于知识库对发展诊断能力的重要性。在第一个资助阶段，重点是不同知识方面-内容知识、教学内容知识（PCK）、教学-心理学知识-对发展诊断能力的影响。基于此，第二个资助阶段的主要问题是如何通过使用不同形式的pck提示来培养诊断能力。因此，本文分析了微适应和宏观适应pck提示如何包含在基于模拟的学习环境中，以有效地培养诊断能力。理论基础在研究脚手架和模拟学习环境的有效性的基础上，建立了强调PCK对能力发展的模型。PCK的精细化共识模型（RCM, Carlson & Daehler, 2019）将反思过程描述为一种将基于教师经验的个人PCK转移到制定的PCK的可能性，而制定的PCK是一种与行动相关的PCK形式（Alonzo等人，2019）。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和宏观适应脚手架。Chernikova等人（出版中）在TP M进行的荟萃分析中表明，支架可以促进复杂问题解决过程，例如医学或教学背景下的诊断。先验知识较少的学习者主要受益于示例，而先验知识较多的学习者受益于临界点提示。此外，Belland等人（2017）表明，对于学习过程，与微适应支架相比，宏观适应支架更有效。基于此，p3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（Kramer et al., 2019b）。在第一个研究中，基于学习者PCK的宏观适应提示，在第二个研究中，基于学习者诊断活动的微适应提示将被包含在基于模拟的学习环境中。第三项研究在整个教学研究中采用纵向设计，包括基于学习者PCK的微适应和宏观适应提示。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。

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.