Fostering pre-service teachers’ diagnostic skills in the context of inquiry-based instruction through simulations: Effects of informational complexity (C05)

• Subject Area: General and Domain-Specific Teaching and Learning
• Term: since 2025
• Project identifier: Deutsche Forschungsgemeinschaft (DFG) - Project number 542251251

C05 uses video simulations to support the development of pre-service teachers’ professional vision in diagnosing chemistry and physics teaching situations involving inquiry-based instruction. In three experimental studies, the project examines conditions for effective personalised representational scaffolding by adapting the informational complexity of the situations via the required PCK (pedagogical content knowledge) and the salience of cues to learners’ needs. Hereby, C05 compares the effect of different adjustment bases (learning prerequisites and processes) on cognitive and motivational learning processes and learning outcomes.

• DFG Programme: CRC/Transregios
• Subproject of: TRR 419: Simulation-based learning in higher education: advancing research on process diagnostics and personalized interventions (SHARP)
• Applicant Institution: Ludwig-Maximilians-Universität München
• Project Heads: Professorin Dr. Jenna Koenen; Professorin Dr. Birgit Jana Neuhaus; Professor Dr. Andreas Vorholzer