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

在其第一个资助期间，DFG研究单元FOR2385的子项目7研究未来数学教师在角色扮演模拟中的诊断能力。为实现这一目标，该项目开发了专业知识测试和模拟，其中学生承担三种角色之一（教师、学生、观察员），并按照具体的角色简介进行诊断性面试。第一个结果表明，模拟被认为是真实的表示的做法。第一个资助期研究专业知识对模拟中所示诊断能力的影响。教师教育研究表明，这种知识和具体的子能力已经在大学教师教育中发展。这些结果也指出了这种发展的个体间差异。该研究项目考察，如果这样的发展可以确定为更复杂的需求，如整个诊断访谈，以及如果个体间的差异可以解释为学习的先决条件（研究2）。已经在第一个资助期，该项目研究的影响，在模拟和反思阶段的时间（伴随与总结）所采取的角色。教育研究结果表明，学习者从此类模拟中获得的收益不同，具体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，研究项目因此检查模拟的适应性。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）。基于视频的模拟预计将有利于学生与低先验知识，由于预先结构化的互动机会。对于大学学习的早期阶段，该项目分析，如果学生有不同的先验知识的利润不同，从知识激活提示与基于视频的模拟（研究3）的反射提示。此外，该项目的目的是确定学习过程中的指标，指向成功的学习过程中的模拟。在对第一个供资期（研究1）的数据进行跨领域再分析时，将与串联项目4一起实现这一目标。这些结果被用来研究微观自适应激励，学习过程指标的基础上，超越宏观自适应激励的基础上，学生的学习先决条件（研究3）。该项目连接研究基于视频的实践和角色扮演模拟在教师教育。通过跨领域的再分析，探讨了医学教育与教师教育之间的成果可移植性问题。它提供了在互动模拟能力获得的先决条件和过程的见解，并奠定了基础，将其有效地融入教师教育。

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.