DiaWiDe – Förderung von Kompetenzen der Diagnose des wissenschaftlichen Denkens: Effekte der Adaptation von strategie- und kooperationsbezogenem Scaffolding

• Applicant: Professor Dr. Christof Wecker
• Subject Area: General and Domain-Specific Teaching and Learning
• Term: from 2016 to 2024
• Project identifier: Deutsche Forschungsgemeinschaft (DFG) - Project number 274698440

Sub-project 5 of the Research Unit 2385 focuses on competences in diagnosing cross-curricular competences such as scientific reasoning. As in the case of interdisciplinary collaboration in patient care in medicine, their development might benefit from teachers of the subjects involved who engage in interdisciplinary collaboration concerning their diagnosis, i. e. who share their observations of the same students and contribute their complementary subject-specific expertise. During the first funding period, on the one hand findings are collected concerning the role of conceptual content knowledge, pre-service teachers’ own scientific reasoning skills, as well as conceptual knowledge about the structure and diagnosis of scientific reasoning for diagnostic activities and diagnostic quality in video simulations. On the other hand, effects of interdisciplinary collaboration as well as of collaboration scripts on individual and collaborative diagnostic activities as well as the development of collaborative diagnostic competences are investigated. For this purpose, video cases were developed for a video-based simulation platform on which pre-service teachers, in order to collect diagnostically relevant information, can ask questions to students working on scientific discovery tasks, by clicking on video links that insert video segments containing the students’ answers to these questions. In the proposed second funding period, the focus will be on adaptive scaffolding in support of pre-service teachers’ individual and collaborative diagnostic competences concerning scientific reasoning in video simulations. In study 1, in a reanalysis of data collected in the projects TP 5 and TP 6 during the first funding period, a comprehensive model of the relations among the professional knowledge base, collaboration scripts for interdisciplinary collaboration, diagnostic quality and diagnostic activities, and the development of individual and collaborative diagnostic competences is tested, including its validity for the medicinal and educational context. In study 2, the effect of the (micro) adaptation of scaffolding to pre-service teachers’ performance during the observation of students in a video simulation on diagnostic quality on the development of diagnostic competences is investigated experimentally. In study 3, the effect of the (macro) adaptation of a knowledge exchange script to the learning partner’s collaborative diagnostic competences on the development of collaborative diagnostic competences is investigated. With these foci, the project will yield scientific knowledge that can be used in teacher education for fostering collaborative professional competences that are becoming more and more important.

• DFG Programme: Research Units
• Subproject of: FOR 2385: Facilitation of Diagnostic Competences in Simulation-Based Learning Environments in Higher Education
• International Connection: USA
• Co-Investigator: Professorin Dr. Birgit Jana Neuhaus
• Cooperation Partner: Professor Dr. Clark Chinn