Facilitating diagnostic competencies of scientific reasoning and argumentation: The effect of direct knowledge transmission and cooperation scripts in simulated interdisciplinary cooperation
2017 - 2019
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. 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.