Prospective Teachers’ Professional Knowledge About Nature of Science (NOS)—Development and Validation of a Vignette Test (EKoL-NOS)

Billion-Kramer, Tim; Lohse-Bossenz, Hendrik; Dörfler, Tobias; Rehm, Markus

doi:10.1007/s40573-020-00112-z

Cited by 6 publications

(3 citation statements)

References 65 publications

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“…Regarding the understanding of models, a questionnaire contained qualitative open questions about the teachers' understanding of models and closed-ended vignettes on the didactical handling of models in science lessons (Billion-Kramer et al, 2020).…”

Section: Methodsmentioning

confidence: 99%

Measuring teachers’ competencies for a purposeful use of augmented reality experiments in physics lessons

et al. 2023

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Nowadays, teachers are facing a more and more digitized world, as digital tools are being used by their students on a daily basis. This requires digital competencies in order to react in a professional manner to individual and societal challenges and to teach the students a purposeful use of those tools. Regarding the subject (e.g., STEM), this purpose includes specific content aspects, like data processing, or modeling and simulations of complex scientific phenomena. Yet, both pre-service and experienced teachers often consider their digital teaching competencies insufficient and wish for guidance in this field. Especially regarding immersive tools like augmented reality (AR), they do not have a lot of experience, although their willingness to use those modern tools in their lessons is high. The digital tool AR can target another problem in science lessons: students and teachers often have difficulties with understanding and creating scientific models. However, these are a main part of the scientific way of acquiring knowledge and are therefore embedded in curricula. With AR, virtual visualizations of model aspects can be superimposed on real experimental backgrounds in real time. It can help link models and experiments, which usually are not part of the same lesson and are perceived differently by students. Within the project diMEx (digital competencies in modeling and experimenting), a continuing professional development (CPD) for physics teachers was planned and conducted. Secondary school physics educators were guided in using AR in their lessons and their digital and modeling competencies for a purposeful use of AR experiments were promoted. To measure those competencies, various instruments with mixed methods were developed and evaluated. Among others, the teachers’ digital competencies have been assessed by four experts with an evaluation matrix based on the TPACK model. Technological, technical and design aspects as well as the didactical use of an AR experiment were assessed. The teachers generally demonstrate a high level of competency, especially in the first-mentioned aspects, and have successfully implemented their learnings from the CPD in the (re)design of their AR experiments.

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Section: Methodsmentioning

confidence: 99%

Measuring teachers’ competencies for a purposeful use of augmented reality experiments in physics lessons

et al. 2023

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“…The main focus material of this study is a video vignette depicting a standardized teaching situation, which was developed to provide preservice physics teachers with suitable material to reflect upon. A video vignette presents viewers a short, problem-oriented teaching situation (Billion-Kramer et al, 2020). Preservice teachers are put in a position to judge and advocate teaching by others (Oser et al, 2010).…”

Section: Video Vignettementioning

confidence: 99%

Enhancing writing analytics in science education research with machine learning and natural language processing—Formative assessment of science and non-science preservice teachers’ written reflections

et al. 2023

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IntroductionScience educators use writing assignments to assess competencies and facilitate learning processes such as conceptual understanding or reflective thinking. Writing assignments are typically scored with holistic, summative coding rubrics. This, however, is not very responsive to the more fine-grained features of text composition and represented knowledge in texts, which might be more relevant for adaptive guidance and writing-to-learn interventions. In this study we examine potentials of machine learning (ML) in combination with natural language processing (NLP) to provide means for analytic, formative assessment of written reflections in science teacher education.MethodsML and NLP are used to filter higher-level reasoning sentences in physics and non-physics teachers’ written reflections on a standardized teaching vignette. We particularly probe to what extent a previously trained ML model can facilitate the filtering, and to what extent further fine-tuning of the previously trained ML model can enhance performance. The filtered sentences are then clustered with ML and NLP to identify themes and represented knowledge in the teachers’ written reflections.ResultsResults indicate that ML and NLP can be used to filter higher-level reasoning elements in physics and non-physics preservice teachers’ written reflections. Furthermore, the applied clustering approach yields specific topics in the written reflections that indicate quality differences in physics and non-physics preservice teachers’ texts.DiscussionOverall, we argue that ML and NLP can enhance writing analytics in science education. For example, previously trained ML models can be utilized in further research to filter higher-level reasoning sentences, and thus provide science education researchers efficient mean to answer derived research questions.

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“…Eine inhaltliche Verhältnisbestimmung und Integration in Bildungspraxis finden nicht umfassend statt (Leder-man et al 1998). Obwohl dem Wissen von Lehrpersonen eine Schlüsselrolle bei der Förderung dieser Perspektiven im Unterricht zugeschrieben wird, bleibt es unzureichend (Billion-Kramer et al 2020). Ein Desiderat fachdidaktischer Forschung in diesem Kontext ist die Klärung des (häufig empirisch nicht nachweisbaren) Zusammenhangs zwischen Wissen der Lehrpersonen und der unterrichtlichen Praxis zu wissenschaftstheoretischen Aspekten wie Nature of Science (Bartos und Lederman 2014).…”

Section: Introductionunclassified

Orientations of Physics Teachers On the Role of Technology and Responsibility in Physics Education

Bub

Rabe

2023

ZfDN

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ZusammenfassungPhysik ist auf vielfältige Weise verknüpft mit technischer Entwicklung, gesellschaftlichen Implikationen und ethischen Fragen von Verantwortung. Ein Verständnis dieser Beziehungen als zentrales Element von Socioscientific Issues, Nature of Science, Bewertungskompetenz und von Bildung für nachhaltige Entwicklung ist von hoher fachdidaktischer Relevanz. In der vorgestellten Studie werden handlungsleitende, implizite Orientierungen von Lehrpersonen zu der Trias Physik-Technik-Verantwortung rekonstruiert. Dazu wurden Interviews mit 14 Physiklehrkräften mit Hilfe der Dokumentarischen Methode ausgewertet. Eine mehrdimensionale Typologie aus grundlegenden und aus fachbezogenen Orientierungen mit jeweils unterschiedlichen Reichweiten wird als sinnvolle fachdidaktische Weiterentwicklung der Dokumentarischen Methode konzipiert. Die rekonstruierten grundlegenden Orientierungen sind in drei Typiken systematisiert: das eigene Gestaltungspotential, die Konstruktion der relevanten Anderen und die Bewertung individueller und gesellschaftlicher Entwicklung. Die rekonstruierte fachbezogene Typik bildet ab, welches spezifische Weltverhältnis die Lehrkräfte konstruieren, welches Bildungsideal sie anstreben und wie dieses unterrichtlich realisiert werden kann. Der Typus Universalist*in z. B. orientiert sich optimistisch an einem emanzipatorischen Ideal des Physikunterrichts, zeigt systemkritische Züge und betont gesamtgesellschaftliche, globale Zusammenhänge. In der Analyse wird dieser mit den weiteren Typen Erklärer*in, Praktiker*in und Fatalist*in kontrastiert. Der Beitrag stellt die Typologie an vier Eckfällen dar und diskutiert fachdidaktische Implikationen im Hinblick auf die Rolle der Trias Physik-Technik-Verantwortung im Unterricht.

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Prospective Teachers’ Professional Knowledge About Nature of Science (NOS)—Development and Validation of a Vignette Test (EKoL-NOS)

Cited by 6 publications

References 65 publications

Measuring teachers’ competencies for a purposeful use of augmented reality experiments in physics lessons

Measuring teachers’ competencies for a purposeful use of augmented reality experiments in physics lessons

Enhancing writing analytics in science education research with machine learning and natural language processing—Formative assessment of science and non-science preservice teachers’ written reflections

Orientations of Physics Teachers On the Role of Technology and Responsibility in Physics Education

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