Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences

Förtsch, Christian; Sommerhoff, Daniel; Fischer, Frank; Fischer, Martin R.; Girwidz, Raimund; Obersteiner, Andreas; Reiss, Kristina; Stürmer, Kathleen; Siebeck, Matthias; Schmidmaier, Ralf; Seidel, Tina; Ufer, Stefan; Wecker, Christof; Neuhaus, Birgit J.

doi:10.3390/educsci8040207

Cited by 42 publications

(65 citation statements)

References 59 publications

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“…Every day, biology teachers are confronted with diagnostic activities in the classroom. These include, for example, assessing the correctness of student answers during lessons or evaluating written performance, as shown in exams (Förtsch et al 2018). Within the domain of professional knowledge, CK, PCK, and PK are relevant in the diagnosis of student performance (e.g., Brunner et al 2011;Helmke et al 2004;Kunter et al 2013).…”

Section: Biology Teachers' Professional Knowledgementioning

confidence: 99%

Measuring biology trainee teachers’ professional knowledge about evolution—introducing the Student Inventory

et al. 2021

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Background To teach evolution efficiently teachers must be able to diagnose their students’ ideas and understanding of the phylogeny of organisms. This encompasses different facets of content-specific professional knowledge, that is, knowledge about core ideas and theories, as well as knowledge about respective misconceptions. However, as findings from the field of psychology have shown, diagnostic activities comprise a further facet, namely, teachers’ judgment accuracy. This refers to the question of whether achievement-irrelevant information about the student influences teachers’ diagnoses. Against this background we conducted a study (1) to assess trainee teachers’ abilities to diagnose (a) the scientific correctness of students’ written answers, (b) students’ misconceptions about evolution, and (2) to investigate the interplay of evolution specific and generic facets of professional knowledge during the diagnosis. For this purpose, we applied a digital instrument, the Student Inventory (SI). Using this instrument, the trainee teachers (N = 27) first diagnosed written answers (N = 6) from virtual students regarding their scientific correctness and regarding students’ misconceptions about the natural selection of the peppered moth. Second, to test for judgment accuracy, the trainee teachers received—via the SI—achievement-irrelevant information about each virtual student, that is, the previous result of a multiple-choice questionnaire about evolution, before diagnosing the written answers. Results The trainee teachers were able to distinguish between scientifically correct (90.8%) and scientifically incorrect (91.7%) written answers. Trainee teachers faced problems when diagnosing specific misconceptions categories. Anthropomorphic misconceptions were diagnosed significantly more often (61.1%) than teleological misconceptions (27.8%). The achievement-irrelevant information influenced the trainee teachers’ assessment of written answers (F [1,26] = 5.94, p < .022, η2 = .186) as they scored the written answers higher if the performance in the questionnaire was good and vice versa. Conclusion The findings indicate that the diagnosis is easier or more difficult depending on the particular misconception category. However, the findings also reveal that, besides the evolution-specific facets of professional knowledge, generic facets interrelate with the quality of the diagnosis result. We conclude from these findings that an integration of evolution-specific and generic knowledge into the education of biology teachers is critical.

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Section: Biology Teachers' Professional Knowledgementioning

confidence: 99%

Measuring biology trainee teachers’ professional knowledge about evolution—introducing the Student Inventory

et al. 2021

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“…While different conceptualizations of professional knowledge by knowledge type or content can be adopted (Förtsch et al, 2018), the categorization of Schulman (1987) is central in the context of teacher education. He proposes structuring teachers' professional knowledge (among others) into content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical knowledge (PK).…”

Section: The Role Of Professional Knowledge In Diagnosingmentioning

confidence: 99%

Selecting Mathematical Tasks for Assessing Student’s Understanding: Pre-Service Teachers’ Sensitivity to and Adaptive Use of Diagnostic Task Potential in Simulated Diagnostic One-To-One Interviews

et al. 2021

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Teachers’ diagnostic competences are regarded as highly important for classroom assessment and teacher decision making. Prior conceptualizations of diagnostic competences as judgement accuracy have been extended to include a wider understanding of what constitutes a diagnosis; novel models of teachers’ diagnostic competences explicitly include the diagnostic process as the core of diagnosing. In this context, domain-general and mathematics-specific research emphasizes the importance of tasks used to elicit student cognition. However, the role of (mathematical) tasks in diagnostic processes has not yet attracted much systematic empirical research interest. In particular, it is currently unclear whether teachers consider diagnostic task potential when selecting tasks for diagnostic interviews and how this relationship is shaped by their professional knowledge. This study focuses on pre-service mathematics teachers’ selection of tasks during one-to-one diagnostic interviews in live simulations. Each participant worked on two 30 mins interviews in the role of a teacher, diagnosing a student’s mathematical understanding of decimal fractions. The participants’ professional knowledge was measured afterward. Trained assistants played simulated students, who portrayed one of four student case profiles, each having different mathematical (mis-)conceptions of decimal fractions. For the interview, participants could select tasks from a set of 45 tasks with different diagnostic task potentials. Two aspects of task selection during the diagnostic processes were analyzed: participants’ sensitivity to the diagnostic potential, which was reflected in higher odds for selecting tasks with high potential than tasks with low potential, and the adaptive use of diagnostic task potential, which was reflected in task selection influenced by a task’s diagnostic potential in combination with previously collected information about the student’s understanding. The results show that participants vary in their sensitivity to diagnostic task potential, but not in their adaptive use. Moreover, participants’ content knowledge had a significant effect on their sensitivity. However, the effects of pedagogical content and pedagogical knowledge did not reach significance. The results highlight that pre-service teachers require further support to effectively attend to diagnostic task potential. Simulations were used for assessment purposes in this study, and they appear promising for this purpose because they allow for the creation of authentic yet controlled situations.

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“…Second, some joint conceptualizations of knowledge and competences already exist. This is particularly the case for diagnostic competences (Förtsch et al 2018;Heitzmann et al 2019). Third, we can assume that the instructional design of simulations in both domains is rather similar.…”

Section: Simulation Research and Design In Medical Education And Teacmentioning

confidence: 99%

“…The most common knowledge classification in teacher education (Shulman 1987) categorizes knowledge based on content, while a popular knowledge classification in medical education also makes categorizations based on structure (Paris et al 1983). Based on knowledge classifications from both fields, Förtsch et al (2018) proposed an interdisciplinary framework for medical education and teacher education in which knowledge can be differentiated according to types of knowledge (i.e., the structure of knowledge) as well as content-related facets of knowledge. In contrast to knowledge, competences can be assessed rather well directly within simulations by observing participants' demonstrated performance (Blömeke et al 2015;Miller 1990).…”

Section: Assessment and Conceptualization Of Knowledge And Competencesmentioning

confidence: 99%

“…The research committee of COSIMA created detailed specifications for reporting results in the research projects and compiled data from all seven empirical projects into one file. The research committee has published two conceptual articles so far that do not rely on project data (Förtsch et al 2018;Heitzmann et al 2019). In addition, a registered report is in preparation that will evaluate aggregated data from multiple projects using structural equation modeling techniques.…”

Section: Illustrationmentioning

confidence: 99%

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Simulation research and design: a dual-level framework for multi-project research programs

Fink¹,

Radkowitsch

Bauer

et al. 2020

Education Tech Research Dev

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Collaborations between researchers and practitioners have recently become increasingly popular in education, and educational design research (EDR) may benefit greatly from investigating such partnerships. One important domain in which EDR on collaborations between researchers and practitioners can be applied is research on simulation-based learning. However, frameworks describing both research and design processes in research programs on simulation-based learning are currently lacking. The framework proposed in this paper addresses this research gap. It is derived from theory and delineates levels, phases, activities, roles, and products of research programs to develop simulations as complex scientific artifacts for research purposes. This dual-level framework applies to research programs with a research committee and multiple subordinate research projects. The proposed framework is illustrated by examples from the actual research and design process of an interdisciplinary research program investigating the facilitation of diagnostic competences through instructional support in simulations. On a theoretical level, the framework contributes primarily to the literature of EDR by offering a unique dual-level perspective. Moreover, on a practical level, the framework may help by providing recommendations to guide the research and design process in research programs.

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Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences

Cited by 42 publications

References 59 publications

Measuring biology trainee teachers’ professional knowledge about evolution—introducing the Student Inventory

Measuring biology trainee teachers’ professional knowledge about evolution—introducing the Student Inventory

Selecting Mathematical Tasks for Assessing Student’s Understanding: Pre-Service Teachers’ Sensitivity to and Adaptive Use of Diagnostic Task Potential in Simulated Diagnostic One-To-One Interviews

Simulation research and design: a dual-level framework for multi-project research programs

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