Coordination Funds

位于慕尼黑的LMU和TUM的研究单位Cosima(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，研究股处理关于以模拟为基础的学习环境中旨在培养诊断能力的教学支持的基本问题。其中一个研究重点是脚手架的概念，即在学习者从事一项任务的同时支持他们，例如通过设计好的范例、角色扮演、提示或反思阶段。在第一个资助期开始时，次级项目1至7开发并验证了以模拟为基础的学习环境，并在必要时开发了新的评估工具。现在，这些分项目正在就某些类型的脚手架将有助于学习过程和获得诊断能力的条件进行试验。子项目M负责将研究单位内的成果与更广泛的经验性研究文献进行元分析整合。因此，有可能在广泛的背景下调查脚手架的影响。第一个结果，主要基于元分析，表明模拟对复杂能力的获得有很大的影响。此外，脚手架支持获得中等效应大小的诊断能力。然而，这种影响受到学习先决条件和背景变量的影响。不同诊断情况(基于文献的诊断和基于交互的诊断)的效果差异比领域之间的(例如，教师教育和医学教育)更明显。元分析的结果进一步表明，即使是高级学习者也会从某些类型的脚手架中受益。这些结果被用来提出关于脚手架类型和数量的顺序的假设。因此，第二个资助期的重点是调整脚手架以适应不同或不断变化的学习先决条件。研究问题是：支架的类型和数量、适应的时间和适应的手段对诊断过程和诊断能力的获得有什么影响？目标是在第二个供资期间继续执行所有次级项目。和以前一样，(准)实验将被用来回答研究问题。其他方法重点是对学习过程的深入分析和关于促进诊断能力的纵向研究。此外，研究股将使用最新的荟萃分析方法，并扩大次级项目初级数据的汇总，以回答关于指示效果的领域特殊性的问题。协调项目将使用所要求的资金来管理研究单位内部的协作、国际联网、机会均等措施和公共关系任务。

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.