Funding phase 1:
Facilitating professional knowledge and diagnostic competences of biology teachers: The effect of direct instruction and scaffolding in simulation-based learning environments
In project 3 biology lessons were simulated. Pre-service biology teachers use the simulation to diagnose problematic aspects concerning instructional quality of biology lesson. The diagnosis can be used for transforming further teaching. Within the project 3 studies are conducted. We investigate the effects of direct instruction of different categories of professional knowledge and the order of knowledge instruction as well as effects of scaffolding by self-explanation prompts during diagnostic process.
Funding phase 2:
Facilitating diagnostic competences of biology teachers using simulation-based learning environments: Effects of prompts adapted to the pedagogical content knowledge and diagnostic activities of the learners and the role of these prompts in the course of teachers' study
In project 3, the role of macro- and microadaptive prompts for fostering diagnostic competences of prospective biology teachers will be analyzed on the basis of three studies. In this project we will not only investigate which kind of prompts are more effective for the promotion of diagnostic competences, but also how can prompts be adapted to the course of teachers' study. It will be examined which prompts need to be used at which point in the course of the teachers' study in order to foster diagnostic competences effectively. All three studies will be conducted using the video-based simulation environment developed in the first funding phase.