Facilitating professional knowledge and diagnostic competence of biology teachers: The effect of direct knowledge transmission and scaffolding in simulation based environments
2017 - 2019
Within Project 3, simulated video cases of biology lessons are presented to student teachers. The student teachers should learn to diagnose critical classroom situations. Based on these situations, further teaching should be planned. The aim of the project is therefore to foster student teacher’ professional knowledge and diagnostic competence in classroom simulations. The project encompasses three studies. Study 1 aims to analyze the influence of the three professional knowledge dimensions (CK, PCK, PK) on the performance of different epistemic activities and the quality of the diagnosis. Within Study 2 the effects of two different ways of direct instruction (integrated vs. serial instruction of the professional knowledge dimensions) on the acquisition of professional knowledge, the performance of different epistemic activities and the quality of the diagnosis is analyzed. Finally, the role of scaffolding with prompts within the simulated video cases for the diagnosis process should be examined in Study 3.