• Project start: 15.10.2024
• Funded by: DFG (German Research Foundation)
• Principal investigator on site: Prof. Dr. Ingo Kollar
• Participating researchers at 伟德国际_伟德国际1946$娱乐app游戏 of Augsburg: Dr. Martin Greisel, Sophia Just
• Cooperation partners and participating researchers at Saarland 伟德国际_伟德国际1946$娱乐app游戏: Prof. Dr. Robin Stark, Lea Charleen Schwindt

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Abstract

The project aims to support pre-service teachers in dealing with problematic teaching situations in an evidence-informed way. Building on the previous project, the project investigates how students integrate educational information from scientific and non-scientific documents in a reflective way and draw pedagogical consequences for classroom situations. Two studies will analyse the influence of fit (high vs. low) and consistency (consistent vs. inconsistent) of information from multiple documents on students’ integration and application of this information. Attitudes, beliefs and self-efficacy will also be investigated. In a third study, metacognitive prompts andcorrect and incorrect sample solutions will be used to promote the handling of documents that have a low fit to the problem situation and a high inconsistency with each other. The aim is to systematically support pre-service teachers in their development of evidence-informed reasoning skills and to evaluatethe effects of interventions.

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Description

The project builds on the findings of the previous project "Analysis and Promotion of Evidence-based reasoning and teaching by Student Teachers" (KO 3462/3-1). Its starting point were political and scientific demands that teachers should be able to deal with problematic classroom situations in their everyday work not so much on the basis of (often erroneous) experiential knowledge (Menz et al., 2021; Thomm et al., 2021), but rather by incorporating scientific evidence from educational psychology and other educational science disciplines into their reasoning (e.g. Bromme et al., 2014). Numerous studies (e.g. Csanadi et al., 2021; Hetmanek et al., 2015; Wekerle & Kollar, 2023) show that teachers often struggle to reason and act in an evidence-informed way when faced with problems in the classroom. This project builds on recent work that transfers research on the integration of multiple documents to evidence-informed reasoning of teachers (e.g. Hartmann et al., 2021; see also Renkl, 2022). It is undisputed that evidence-informed reasoning and teaching (B?ttcher-Oschmann et al., 2021; Wenglein et al., 2015) and the competent handling of multiple documents from scientific and non-scientific sources need to be systematically promoted among pre-service teachers (Bauer et al., 2017).

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The project has two main goals: First, it aims to gain insight into the extent to which pre-service teachers are able to reflectively integrate information from multiple documents from scientific and non-scientific sources, including contextual information, when analyzing instructional problem situations. Two studies will examine the extent to which the use and integration of information contained in the documents changes when this information iexhibits a high or low fit to the instructional situation at hand (Study 1) and when they are in a consistent or inconsistent relationship to each other (Study 2). In addition, the role of preconditions such as students’ attitudes, beliefs, and self-efficacy expectations will be examined. Secondly, Study 3 will investigate the extent to which pre-service teachers can be supported in dealing with problematic classroom situations for which only documents from scientific and non-scientific sources with a poor fit and mutual inconsistency are available. We hypothesize that metacognitive prompts in combination with functional and dysfunctional sample solutions are effective in this regard.

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Funding

German Research Foundation (KO 3462/3-3)

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Publications

Wekerle, C., Kiemer, K., Wagner, K., Trempler, K., Krause-Wichmann, T., Greisel, M., Stark, R. & Kollar, I. (im Druck). Comparing pre-service teachers‘, in-service teachers‘ and educational researchers’ evidence-informed reasoning about authentic classroom situations – results from a mixed methods investigation. Journal of Educational Research Online.

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?zbek, T., Greisel, M., Wekerle, C., Gegenfurtner, A. & Kollar, I. (2024). How do different goals affect the configuration of pre-service teachers’ internal collaboration scripts on how to analyze classroom situations? Results of an epistemic network analysis study. Frontiers in Psychology, 15, 1410152. https://doi.org/10.3389/fpsyg.2024.1410152

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?Bauer, J. & Kollar, I. (2023). (Wie) kann die Nutzung bildungswissenschaftlicher Evidenz Lehren und Lernen verbessern? Thesen und Fragen zur Diskussion um evidenzorientiertes Denken und Handeln von Lehrkr?ften. Unterrichtswissenschaft,?50(1), 123-147. PDF

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Greisel, M., Wekerle, C., Wilkes, T., Stark, R. & Kollar, I. (2023). Pre-service teachers’ evidence-informed reasoning: Do attitudes, normative beliefs, and self-efficacy facilitate the use of scientific theories while analyzing teaching problems? Psychology Learning and Teaching, 22(1), 20-38.? PDF

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Kollar, I., Greisel, M., Krause-Wichmann, T. & Stark, R. (2023). Editorial: Evidence-informed reasoning of pre- and in-service teachers. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1188022

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Krause-Wichmann, T., Greisel, M., Wekerle, C., Kollar, I. & Stark, R. (2023). Promoting future teachers‘ evidence-informed reasoning scripts: effects of different forms of instruction after problem-solving. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1001523

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Wekerle, C. & Kollar, I. (2022). Using technology to promote student learning? An analysis of pre- and in-service teachers’ lesson plans. Technology, Pedagogy and Education, 31(5), 597-614.? PDF

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Csanadi, A., Kollar, I., & Fischer, F. (2021). Pre-service teachers' evidence-based reasoning during pedagogical problem-solving: better together??European Journal of Psychology of Education, 36(1),?147-168.? PDF

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Kiemer, K. & Kollar, I. (2021). Source selection and source use during evidence-informed reasoning: Do pre-service teachers‘ beliefs regarding the utility of (non-)scientific information sources matter? Zeitschrift für P?dagogische Psychologie, 35(2-3), 127-141.?? PDF

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Wekerle, C. & Kollar, I. (2021). Fostering pre-service teachers’situation-specific technological pedagogical knowledge – Does learning by mapping and learning from worked examples help??Computers in Human Behavior, 115, 106617.?? PDF