Sprachsensibler Biologieunterricht – Förderung professioneller Handlungskompetenz und professioneller Wahrnehmung durch videogestützte live-Unterrichtsbeobachtung. Eine Projektbeschreibung

The Refined Consensus Model of Pedagogical Content Knowledge (PCK): Detecting Filters between the Realms of PCK

“…The language of biology is characterised by specific technical terms and forms of representation [32], as it is impossible for students to experience abstract concepts in science directly [33]. Biological technical terms often cause problems for students' understanding because they are used in the science register as well as in the everyday register-with different meanings [34,35]. In students' everyday lives (and language), they experience a division in mathematical meaning: they have one whole apple, they divide it, and they have two halves of an apple.…”

“…The test was based on the Rasch partial credit model (PCM) [52,62], which allows for a consideration of multiple item levels. The test included questions on the classroom-relevant language registers [29,31], requests to notice and name examples for the academic and science registers in a schoolbook's text, requests to lighten the linguistic load of a biology task in a well-founded way, and one item asking the participants to name and explain as many terms as possible with different meanings in the everyday and science registers [34,35]. For objectivity, 10% of the sample was double coded by two independent researchers, who showed a high agreement (ICC (159,159) = 0.97, p < 0.001).…”

“…The lesson plans were to be in tabular form, and they were to include learning objectives and a detailed presentation of the lesson, including all necessary teaching materials. The evaluation was performed by using a rating manual that includes eight items [64,65], which was developed following the recommendations of Reeves and Marbach-Ad [58]: the content area of language in biology education was defined based on a literature review (e.g., [16,[66][67][68][69][70][71]), followed by defining learning objectives for preservice biology teachers [59], and the construction of theory-based items. For the construct validity, the Wright map of the Rasch analysis [60,61] was evaluated, which showed an even distribution of the item difficulties.…”

Using the Plan–Teach–Reflect Cycle of the Refined Consensus Model of PCK to Improve Pre-Service Biology Teachers’ Personal PCK as Well as Their Motivational Orientations

“…The open-response items were based on the Rasch Partial Credit Model (PCM; [71,79]), which allows consideration of multiple-level items. The test included seven multiple-choice items about the three classroom-relevant language registers [40,42,80], two items requesting highlighting of characteristics of academic and scientific language in a schoolbook's text, one item asking for as many terms as possible with different meanings in everyday and biology-specific scientific language, and two items requesting lightening the linguistic load of a biology task in a well-founded way [45,81,82]. For objectivity, 10% of the sample was double-coded by two independent researchers, showing a high agreement (ICC(59,59) = 0.91, p < 0.001).…”