DFG FOR 2385

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Funding phase 1

Facilitating professional knowledge and diagnostic competences of biology teachers: The effect of direct instruction and scaffolding in simulation-based learning environments


PhD Candidates

Postdoctoral Research Associate

Project duration

2017 - 2019


In project 3, biology lessons were simulated. Pre-service biology teachers used the simulation to diagnose challenging aspects concerning instructional quality of biology lesson. The diagnoses can be used for transforming further teaching. Within the project, three studies were conducted. We now investigate the effects of direct instruction of different facets of professional knowledge and the order of knowledge instruction as well as effects of scaffolding by self-explanation prompts during the diagnostic process.

Current status

  • (2018) The simulation-based learning environment was validated using think-aloud protocols and an expert-novice comparison. Two publications on validation results were submitted. A further publication on the expert-novice comparison as well as on the results of study 1, 2 and 3 are currently in preparation. .