Using three-dimensional physical models elaborately in their learning, students can develop high-level understanding of models and modeling in science, thereby attaining higher achievement. However, there are in the literature few indications of how teachers should use three-dimensional physical models in instruction and whether teachers’ professional knowledge is a prerequisite for teaching with elaborate use of models. Therefore, our study used a mixed-methods approach to analyze the effects of biology teachers’ domain-specific pedagogical content knowledge (PCK) and content knowledge (CK) on students’ achievement mediated by elaborate model use (ELMO). Our quantitative sample comprised 36 German secondary school teachers whose lessons on the topic of neurobiology were videotaped twice (N = 72 lessons). Teachers completed professional knowledge tests on their PCK and CK. Students’ achievement was measured using pre- and post-knowledge tests. Our qualitative analysis involved five selected teachers according to aspects of ELMO. The results of our study indicated that teachers’ PCK and CK had no direct effect on students’ achievement. However, teachers’ PCK had a significant indirect and positive effect on students’ achievement mediated by ELMO. The findings of our study can provide teachers and researchers examples of how to implement biology instruction with elaborate use of three-dimensional physical models.
Dealing with student errors is a central feature of instructional quality. Teachers’ reactions to a student’s error and classmates’ errors can be crucial to the success of a lesson. A teacher should respond appropriately in terms of motivational and learning-related issues so that the error can become a learning opportunity for students. Currently, error situations have rarely been directly recorded and explored in empirical zstudies. This gap is the central focus of the current study in which we investigated errors in biology instruction within a cross-sectional design where biology lessons in German secondary schools were videotaped, teachers’ dealings with errors analyzed, and student achievement documented with pretests and posttests. The study found that constructively dealing with student errors had a significant positive effect on student achievement at the class level. Results confirmed the relevance of teachers’ appropriate dealing with student errors on learning in biology instruction.
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