Datum
2023-12-21Schlagwort
150 Psychologie 370 Erziehung, Schul- und Bildungswesen 510 Mathematik GrundschullehrerFörderungDiagnostikKompetenzMetadata
Zur Langanzeige
Aufsatz
Fostering diagnostic competence in prospective mathematics elementary teachers through epistemic activities
Zusammenfassung
Research on fostering teachers’ diagnostic competence and thinking has become increasingly important. To this end, research has already identified several aspects of effective fostering of teachers’ diagnostic competence. One of the aspects is assignment of the role as a teacher in interventions but, so far, assignment of the role of student has hardly been considered. Based on a model of the diagnostic thinking process, this paper operationalizes the role of the student by solving specific tasks and the role of the teacher by analyzing student solutions.
Furthermore, based on previous research, it is assumed that assigning both roles is effective in promoting diagnostic competence. The following research addresses the development of 137 prospective teachers’ diagnostic thinking in an experimental pre-post-test study with four treatment conditions, which vary prospective teachers’ working with tasks and students’ solutions to those tasks. The quantitative results show that a treatment integrating focus on tasks and students’ solutions is equally as effective as a treatment focusing solely on students’ solutions, and also that a treatment focusing solely on tasks has no effect.
Furthermore, based on previous research, it is assumed that assigning both roles is effective in promoting diagnostic competence. The following research addresses the development of 137 prospective teachers’ diagnostic thinking in an experimental pre-post-test study with four treatment conditions, which vary prospective teachers’ working with tasks and students’ solutions to those tasks. The quantitative results show that a treatment integrating focus on tasks and students’ solutions is equally as effective as a treatment focusing solely on students’ solutions, and also that a treatment focusing solely on tasks has no effect.
Zitierform
In: Frontiers in Psychology Volume 14 (2023-12-21) eissn:1664-1078Förderhinweis
Gefördert durch den Publikationsfonds der Universität KasselZitieren
@article{doi:10.17170/kobra-202312229270,
author={Volkmer, Jan Philipp and Eichler, Andreas and Rathgeb-Schnierer, Elisabeth},
title={Fostering diagnostic competence in prospective mathematics elementary teachers through epistemic activities},
journal={Frontiers in Psychology},
year={2023}
}
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2023-12-22T09:45:37Z 2023-12-22T09:45:37Z 2023-12-21 doi:10.17170/kobra-202312229270 http://hdl.handle.net/123456789/15319 Gefördert durch den Publikationsfonds der Universität Kassel eng Namensnennung 4.0 International http://creativecommons.org/licenses/by/4.0/ diagnostic competence diagnostic thinking fostering diagnostic competence epistemic-activities prospective elementary teachers 150 370 510 Fostering diagnostic competence in prospective mathematics elementary teachers through epistemic activities Aufsatz Research on fostering teachers’ diagnostic competence and thinking has become increasingly important. To this end, research has already identified several aspects of effective fostering of teachers’ diagnostic competence. One of the aspects is assignment of the role as a teacher in interventions but, so far, assignment of the role of student has hardly been considered. Based on a model of the diagnostic thinking process, this paper operationalizes the role of the student by solving specific tasks and the role of the teacher by analyzing student solutions. Furthermore, based on previous research, it is assumed that assigning both roles is effective in promoting diagnostic competence. The following research addresses the development of 137 prospective teachers’ diagnostic thinking in an experimental pre-post-test study with four treatment conditions, which vary prospective teachers’ working with tasks and students’ solutions to those tasks. The quantitative results show that a treatment integrating focus on tasks and students’ solutions is equally as effective as a treatment focusing solely on students’ solutions, and also that a treatment focusing solely on tasks has no effect. open access Volkmer, Jan Philipp Eichler, Andreas Rathgeb-Schnierer, Elisabeth doi:10.3389/fpsyg.2023.1285919 Grundschullehrer Förderung Diagnostik Kompetenz publishedVersion eissn:1664-1078 Frontiers in Psychology Volume 14 false 1285919
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