Assessing Pre-Service Science Teachers’ Scientific Reasoning Competencies

Krell, Moritz; Redman, Christine; Mathesius, Sabrina; Krüger, Dirk; Driel, Jan van

doi:10.1007/s11165-018-9780-1

Cited by 37 publications

(64 citation statements)

References 45 publications

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“…Results suggest that evaluating evidence was the most frequent diagnostic activity in our sample. This finding corresponds to the importance of collecting information highlighted in various studies (Fischer et al 2014;Herppich et al 2017b;Heinrichs and Kaiser 2018;Philipp 2018;Schoenfeld 1985;Rubinstein 1995;Polya 1973;Krell et al 2018). Because the proportion of evidence evaluation was not related to diagnosis accuracy, we assume that the quality of the evidence evaluations may be more important than their frequency.…”

Section: Occurrence Of Diagnostic Activitiessupporting

confidence: 71%

“…Among the eight activities of this process model, four activities seem to be particularly important when teachers diagnose students' competences and difficulties based on their written work: generating hypotheses, generating evidence, evaluating evidence, and drawing conclusions. These activities are part of diagnostic process models proposed by other authors (e.g., Heinrichs and Kaiser 2018, p. 84;Herppich et al 2017b, p. 82;Philipp 2018, p. 123), and they are also part of more general problem-solving and argumentation processes (e.g., Krell et al 2018;Polya 1973;Rubinstein 1995;Schoenfeld 1985). The advantage of the diagnostic activities put forward by Fischer et al (2014) is that they are clearly defined and delimited from each other.…”

Section: The Diagnostic Processmentioning

confidence: 97%

“…Generating hypotheses rarely occurred in the participants' notes, and drawing conclusions occurred even less, although both activities are important in diagnostic processes (Heinrichs and Kaiser 2018;Herppich et al 2017b;Philipp 2018) and in problem solving processes or argumentation (Krell et al 2018;Polya 1973;Rubinstein 1995;Schoenfeld 1985). It would be interesting to test whether instructing prospective teachers more explicitly to making use of generating hypotheses and drawing conclusions would lead to increased use of these diagnostic activities, or whether more content-specific support is required.…”

Section: Occurrence Of Diagnostic Activitiesmentioning

confidence: 99%

“…Diagnostic competences 1 are an important facet of teacher competences (Corno 2008;Helmke and Schrader 1987;Karst et al 2014;Krell et al 2018). They include an ability to identify students' competences but also their potential misconceptions (i.e., misunderstandings that may cause student errors) or error patterns 2 (Klug et al 2013).…”

Section: Introductionmentioning

confidence: 99%

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Analyzing prospective mathematics teachers’ diagnostic processes in a simulated environment

Wildgans-Lang

Scheuerer

Obersteiner

et al. 2020

ZDM Mathematics Education

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Diagnostic competences are an essential facet of teacher competence. Many studies have investigated the quality of teachers' judgments of students' competences. However, little is known about the processes that lead to these judgments and about the ways to promote these processes in the early phase of teacher training. The aim of the research project on which we report in this paper was to develop a simulated computer-based environment that allows assessing and promoting the diagnostic processes of prospective teachers. In the simulated environment, 'virtual third-graders' solve mathematical problems. Participants are asked to diagnose the students' competence levels according to a theoretical model, which has been empirically validated. Participants can repeatedly select mathematical problems of varying difficulty levels, assign them to a virtual student, and then receive the student's written solution. In this paper, we present the conceptualization of the simulated environment. We also report on the results of a pilot study with 91 prospective primary school mathematics teachers to analyze whether the environment allows an assessment of individual differences in diagnostic processes. The majority of participants rated the environment as authentic and as one in which they could become immersed. Overall, participants were fairly accurate in their diagnoses concerning the student's competence level. However, log data and participants' written notes indicated that there was large variability in their diagnostic processes. Participants varied greatly in the number of mathematical problems they assigned to a student during their diagnostic process, and in how strongly the difficulty of these problems deviated from the student's true competence level. Overall, the data suggest that the simulated environment has the potential to assess diagnostic processes in a valid way. We discuss open questions and issues for further development.

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Section: Occurrence Of Diagnostic Activitiessupporting

confidence: 71%

Section: The Diagnostic Processmentioning

confidence: 97%

Section: Occurrence Of Diagnostic Activitiesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Analyzing prospective mathematics teachers’ diagnostic processes in a simulated environment

Wildgans-Lang

Scheuerer

Obersteiner

et al. 2020

ZDM Mathematics Education

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“…Equivalent toLehrer and Schauble (2015), we use the term scientific thinking in this contribution instead of scientific reasoning that is used in other contributions(Krell et al 2018) for a similar construct. FollowingLehrer and Schauble (2015), reasoning is the argumentative part of scientific thinking and, therefore, scientific thinking of higher-order.…”

mentioning

confidence: 99%

Pre-service Biology Teachers’ Responses to First-Hand Anomalous Data During Modelling Processes

et al. 2020

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In this research project we investigate the role of responses to anomalous data during modelling processes. Modelling is seen as a comprehensive practice that encompasses various aspects of scientific thinking; hence, it is an important style of scientific thinking, especially if analysed from a process-based perspective. Therefore, it provides the opportunity to understand the role of anomalous data on scientific thinking from a broader perspective. We analysed how pre-service biology teachers (N = 11) reacted to self-generated anomalous data during modelling processes induced by investigating a water black box. The videotaped and transcribed modelling processes were analysed using qualitative content analysis. If anomalous data were recognised, a majority of explanations were based on methodical issues. This finding supports results from previous studies investigating responses to firsthand anomalous data. Furthermore, we found four response patterns to anomalous data during modelling processes: no recognition, no explanation, methodical explanation, and model-related explanation. Besides, our study indicates by trend a systematic relation between response patterns to anomalous data and modelling strategies. Consequently, the improvement of responses to anomalous data could be a promising way to foster modelling competencies. We are convinced that an integrated approach to anomalous data and modelling could lead to deeper insights into the role of data in scientific thinking processes.

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Education and conspiracy beliefs: A replication of van Prooijen (2017)

Mikušková

2023

Applied Cognitive Psychology

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The main aim of the study was to replicate and extend van Prooijen's findings on how education and its outcomes (cognitive complexity, subjective social standing, selfesteem, a feeling of control and powerlessness, cognitive reflection, epistemic curiosity and scientific reasoning) predict conspiracy beliefs. In two studies (Study 1: N = 497, M age = 49.06, SD age = 14.92; Study 2: N = 482, M age = 47.45, SD age = 15.87), subjective socioeconomic status and cognitive reflection (Study 1) and a feeling of powerlessness and scientific reasoning (Study 2) contributed to the negative relationship between education level and belief in conspiracy theories. These results showed the connection of education to socioeconomic status, a feeling of control and analytic thinking (cognitive reflection, scientific reasoning) and their power to reduce conspiracy beliefs.

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Assessing Pre-Service Science Teachers’ Scientific Reasoning Competencies

Cited by 37 publications

References 45 publications

Analyzing prospective mathematics teachers’ diagnostic processes in a simulated environment

Analyzing prospective mathematics teachers’ diagnostic processes in a simulated environment

Pre-service Biology Teachers’ Responses to First-Hand Anomalous Data During Modelling Processes

Education and conspiracy beliefs: A replication of van Prooijen (2017)

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