Funding phase 1:
Facilitating cooperative diagnosis competencies in doctoral cooperation: The effects of cooperation scrips and reflection phases
In Project 5, interdisciplinary collaboration between teachers of biology and physics is simulated. Pre-service teachers of these subjects are supposed to learn how to collaboratively diagnose high school students’ scientific reasoning skills. In phase 1 the project comprises three studies. With respect to instructional support, the effects of direct instruction and of socio-cognitive scaffolding by means of collaboration scripts are investigated.
Funding phase 2:
Facilitating diagnostic competences of scientific reasoning II: The effect of adaptive individual and collaboration-focused scaffolding
Phase 2 of the project also comprises three studies. Based on the results from project phase 1, effects of professional knowledge and sociocognitive scaffolding are verified transcontextually (comparing school education and medicin). Beyond that, effects of several adaptive scaffolds are investigated: Micro-adaptation of the cognitve scaffolding during individual diagnosing based on individual diagnostic performance and macro-adaptation of the sociocognitive scaffolding during collaborative diagnosing based on the collaborative diagnostic competences of a learning partner.