Project Details
Projekt
Analysis and promotion of scientific thinking in teacher education
Subject Area
General and Domain-Specific Teaching and Learning
Term
from 2013 to 2017
Project identifier
Deutsche Forschungsgemeinschaft (DFG) - Project number 246685049
The aim of this project is to analyse and promote preservice teachers' competences in scientific thinking. We define scientific thinking as the reflective application of scientific knowledge to practical educational problems and as the critical reflection of individual beliefs. Three studies will be conducted: one diagnostic study and two intervention studies. In the diagnostic study, preservice teachers will be interviewed on complex educational and psychological topics (e.g. teacher burnout, school anxiety, motivation problems). Based on these interviews, formal and content-related aspects of scientific thinking and difficulties in scientific thinking will be identified. In the subsequent experimental studies, the effects of several interventions (learning from mistakes, multiple contexts, multiple perspectives) on scientific thinking and on motivational and attitudinal aspects will be investigated. The innovative potential of this project lies both in the examined competences and in the interventions: The analysis and promotion of scientific thinking have received little attention in teacher education so far. Likewise, example-based learning in complex educational domains and the combination of learning from mistakes with multiple perspectives have hardly been investigated.
DFG Programme
Research Grants
Participating Persons
Professor Dr. Frank Fischer; Professor Dr. Armin Weinberger
