“…Appropriate teaching-learning concepts for scientific inquiry in university education can give future science teachers a better understanding of the difficulties and the (mis)understandings, alternative ideas or misconceptions students experience during experimentation, in order to be able to include those diagnosis-related aspects. Accordingly, there are lines of research focusing on (pre-service) teachers, e.g., measuring and assessing pre-service teachers scientific reasoning competencies in higher education [133,154,155], verification of validity [156], evaluation of translated versions [157], but these are rather limited and predominantly of a quantitative nature (e.g., [158]). Many studies also focus predominantly on developing and testing concepts and materials to promote subject-specific, pedagogical content knowledge and pedagogical knowledge related to scientific reasoning (e.g., video vignettes as a support for scientific reasoning, including video vignettes as a tool to promote students' learning: e.g., [48,98,99,159]; seminar concepts: e.g., [160]).…”