Details
| Original language | English |
|---|---|
| Pages (from-to) | 1765-1778 |
| Number of pages | 14 |
| Journal | Journal of Computer Assisted Learning |
| Volume | 38 |
| Issue number | 6 |
| Publication status | Published - 29 Nov 2022 |
Abstract
Background: The professional knowledge of pre-service teachers is highly important for effective and successful teaching. In recent years, many research groups have been engaged in developing simulated classroom environments to capture especially the pedagogical knowledge (PK) of pre-service teachers, neglecting the content-related facets of professional knowledge such as pedagogical content knowledge (PCK). Objectives: In the present study, we describe the development of a simulated classroom environment—the Simulated Classroom Biology (SCR Bio)—and provide evidence regarding its validity to assess pre-service biology teachers' action-oriented PCK in the area of evolution. Methods: This study examined the evidence supporting the validity of using the SCR Bio to investigate action-oriented PCK of pre-service biology teachers. The (1) evidence based on test content (expert ratings) and the (2) evidence based on relation to other variables (known-groups comparison) was obtained. We tested the SCR Bio with N = 76 German pre-service biology teachers. Results and Conclusions: Our results show the successfully operationalized PCK in the SCR Bio through explicit allocation of specific misconceptions to each virtual student's answer and the valid measurement of pre-service biology teachers' action-oriented PCK. This results in a validated simulated classroom environment for pre-service but also in-service teachers. In the future, the SCR Bio will be developed from an assessment instrument to a training tool to simulate explicit teaching situations. This allows to complement the predominantly theoretical components of university-based teacher education with practice-based simulated classroom environments.
Keywords
- evolution, professional knowledge, simulation, teacher education
ASJC Scopus subject areas
- Social Sciences(all)
- Education
- Computer Science(all)
- Computer Science Applications
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In: Journal of Computer Assisted Learning, Vol. 38, No. 6, 29.11.2022, p. 1765-1778.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - The Simulated Classroom Biology
T2 - A simulated classroom environment for capturing the action-oriented professional knowledge of pre-service teachers about evolution
AU - Fischer, Julian
AU - Machts, Nils
AU - Bruckermann, Till
AU - Möller, Jens
AU - Harms, Ute
N1 - Funding information: As part of the project ProSim (16DHL1014): Development of procedural professional knowledge with the Simulated Classroom, this project received funding from the Federal Ministry of Education and Research (BMBF).
PY - 2022/11/29
Y1 - 2022/11/29
N2 - Background: The professional knowledge of pre-service teachers is highly important for effective and successful teaching. In recent years, many research groups have been engaged in developing simulated classroom environments to capture especially the pedagogical knowledge (PK) of pre-service teachers, neglecting the content-related facets of professional knowledge such as pedagogical content knowledge (PCK). Objectives: In the present study, we describe the development of a simulated classroom environment—the Simulated Classroom Biology (SCR Bio)—and provide evidence regarding its validity to assess pre-service biology teachers' action-oriented PCK in the area of evolution. Methods: This study examined the evidence supporting the validity of using the SCR Bio to investigate action-oriented PCK of pre-service biology teachers. The (1) evidence based on test content (expert ratings) and the (2) evidence based on relation to other variables (known-groups comparison) was obtained. We tested the SCR Bio with N = 76 German pre-service biology teachers. Results and Conclusions: Our results show the successfully operationalized PCK in the SCR Bio through explicit allocation of specific misconceptions to each virtual student's answer and the valid measurement of pre-service biology teachers' action-oriented PCK. This results in a validated simulated classroom environment for pre-service but also in-service teachers. In the future, the SCR Bio will be developed from an assessment instrument to a training tool to simulate explicit teaching situations. This allows to complement the predominantly theoretical components of university-based teacher education with practice-based simulated classroom environments.
AB - Background: The professional knowledge of pre-service teachers is highly important for effective and successful teaching. In recent years, many research groups have been engaged in developing simulated classroom environments to capture especially the pedagogical knowledge (PK) of pre-service teachers, neglecting the content-related facets of professional knowledge such as pedagogical content knowledge (PCK). Objectives: In the present study, we describe the development of a simulated classroom environment—the Simulated Classroom Biology (SCR Bio)—and provide evidence regarding its validity to assess pre-service biology teachers' action-oriented PCK in the area of evolution. Methods: This study examined the evidence supporting the validity of using the SCR Bio to investigate action-oriented PCK of pre-service biology teachers. The (1) evidence based on test content (expert ratings) and the (2) evidence based on relation to other variables (known-groups comparison) was obtained. We tested the SCR Bio with N = 76 German pre-service biology teachers. Results and Conclusions: Our results show the successfully operationalized PCK in the SCR Bio through explicit allocation of specific misconceptions to each virtual student's answer and the valid measurement of pre-service biology teachers' action-oriented PCK. This results in a validated simulated classroom environment for pre-service but also in-service teachers. In the future, the SCR Bio will be developed from an assessment instrument to a training tool to simulate explicit teaching situations. This allows to complement the predominantly theoretical components of university-based teacher education with practice-based simulated classroom environments.
KW - evolution
KW - professional knowledge
KW - simulation
KW - teacher education
UR - http://www.scopus.com/inward/record.url?scp=85135575034&partnerID=8YFLogxK
U2 - 10.1111/jcal.12718
DO - 10.1111/jcal.12718
M3 - Article
VL - 38
SP - 1765
EP - 1778
JO - Journal of Computer Assisted Learning
JF - Journal of Computer Assisted Learning
SN - 0266-4909
IS - 6
ER -