Entscheidungsstrategien und selbstreguliertes Lernen: Förderung von Bewertungskompetenz im Kontext Bildung für Nachhaltige Entwicklung

Umweltprobleme, die Übernutzung natürlicher Ressourcen und soziale Ungerechtigkeit in einer globalisierten Welt erfordern politische Maßnahmen und ein verantwortungsbewusstes Verhalten von Bürgerinnen und Bürgern. Reflektierte Entscheidungen zur Gestaltung von Nachhaltiger Entwicklung bedürfen der Analyse komplexer naturwissenschaftlicher Evidenz unter Einbezug gesellschaftlicher Normen und persönlicher Werthaltungen. Das Ziel der Dissertation ist es, Schülerinnen und Schüler zu befähigen, durch die reflektierte Anwendung von Entscheidungsstrategien systematische Entscheidungen zu treffen und somit Bewertungskompetenz zu fördern. Optionen, die entsprechend gesellschaftlicher Normen als nicht nachhaltig einzustufen sind, da sie ökologische, ökonomische oder soziale Standards nicht erfüllen, sollten durch die Anwendung einer non-kompensatorischen Strategie ausgeschlossen werden. Defizite werden somit nicht durch Vorteile kompensiert. Gleich legitime Optionen hingegen sollten mit einer kompensatorischen Strategie abgewogen werden. Zusätzlich wurde der Effekt von Elementen selbstregulierten Lernens auf den Erwerb von Bewertungskompetenz untersucht. Hierfür wurden zwei computergestützte Interventionsstudien in Biologiekursen der Sekundarstufe II durchgeführt. Die Effekte der Intervention wurden in einem Prä-Post-Follow-Up Kontrollgruppen-Design mit Hilfe eines Bewertungskompetenzfragebogens mit offenen Antworten sowie prozessnahen Analysen untersucht. In der ersten Studie wurde gezeigt, dass durch ein Entscheidungsstrategietraining Bewertungskompetenz gefördert werden kann. Die prozessnahen Analysen belegen elaborierte Erläuterungen zur Strategiewahl. In der zweiten Studie ließ sich nachweisen, dass die Reflexion bzgl. der Stärken und Schwächen anderer Entscheidungen Bewertungskompetenz in Hinblick auf die eigene Entscheidung sowie die Reflexionsfähigkeit fördert. Die Elemente selbstregulierten Lernens führten zu einer stärkeren wahrgenommenen Autonomie und bewirkten langfristige Effekte des Entscheidungsstrategietrainings

Enhancing decision-making in STSE education by inducing reflection and self-regulated learning

Thoughtful decision-making to resolve socioscientific issues is central to science, technology, society, and environment (STSE) education. One approach for attaining this goal involves fostering students\u27 decision-making processes. Thus, the present study explores whether the application of decision-making strategies, combined with reflections on the decision-making processes of others, enhances decision-making competence. In addition, this study examines whether this process is supported by elements of self-regulated learning, i.e., self-reflection regarding one\u27s own performance and the setting of goals for subsequent tasks. A computer-based training program which involves the resolution of socioscientific issues related to sustainable development was developed in two versions: with and without elements of self-regulated learning. Its effects on decision-making competence were analyzed using a pre test-post test follow-up control-group design (N = 242 high school students). Decision-making competence was assessed using an open-ended questionnaire that focused on three facets: consideration of advantages and disadvantages, metadecision aspects, and reflection on the decision-making processes of others. The findings suggest that students in both training groups incorporated aspects of metadecision into their statements more often than students in the control group. Furthermore, both training groups were more suc- cessful in reflecting on the decision-making processes of others. The students who received additional training in self-regulated learning showed greater benefits in terms of metadecision aspects and reflection, and these effects remained significant two months later. Overall, our findings demonstrate that the application of decision-making strategies, combined with reflections on the decision-making process and elements of self-regulated learning, is a fruitful approach in STSE education. (DIPF/Orig.

Teleological explanations in evolution classes: video-based analyses of teaching and learning processes across a seventh-grade teaching unit

BACKGROUND: Students frequently explain evolutionary processes, such as adaptation, in a teleological way. These teleological explanations may involve goal-directedness, purpose, an external designer or the internal needs of individual organisms as causal factors. While many science educators consider teleological bias to be a central obstacle in understanding evolutionary processes, other scholars argue that teleological (and anthropomorphic) formulations may also serve pedagogical aims, e.g., to increase empathy and to relate topics to students’ world. Although many empirical studies describe the abundance of students’ teleological explanations, little is known about how teachers deal with teleological explanations in the classroom and the relationship between teachers’ approach and students’ learning processes. Consequently, this study addresses the research question of how a teacher and students situationally address teleology across a teaching unit on evolution. RESULTS: This article presents a case study on teacher-student interactions within a seventh-grade teaching unit on evolution. Video and audio data from the classroom are complemented with data from a post hoc interview with the teacher. Data are analyzed using the qualitative documentary method. Analyses show that the teaching practice can be described as ambiguous and is characterized by a compatibility of scientific and teleological explanations. This results in the reproduction and enforcement of students’ teleological explanations. These aspects of the teaching practice are related to the teaching norms stated in the interview: the norm of motivating students and the norm of transforming teleological explanations into scientifically adequate evolutionary explanations. The results show that in contrast to the interview, these norms cannot be reconciled in teaching practice. CONCLUSION: The relationship between teaching norms and teaching practice is discussed in view of norms in the field of biology education, i.e., conceptual development from teleological to evolutionary explanations, and teleology and anthropomorphisms as a means to promote interest. In this light, suggestions for dealing with teleological explanations are elaborated on, focusing on metacognitive approaches. Furthermore, it is argued that videos and transcripts of classroom interactions also provide rich data for the education of preservice teachers and for professional development

Dealing with students\u27 conceptions in evolution classes. Implicit knowledge of pre-service teachers in the perception of video vignettes

In strukturtheoretischen Ansätzen von Lehrerprofessionalität wird davon ausgegangen, dass der adäquate Umgang von Lehrer*innen mit Antinomien ein zentrales Merkmal von Professionalität darstellt, wobei aus biologiedidaktischer Sicht insbesondere die Sachantinomie hinsichtlich des Verhältnisses von fachlicher Norm und Schülervorstellungen relevant ist. Dabei bieten Videovignetten die Möglichkeit einer fallbasierten Wahrnehmung und Reflexion der Antinomien in der universitären Lehrer*innenbildung. Unter der Annahme, dass die Wahrnehmung von Unterricht auch auf implizitem Wissen basiert, ist es für die Gestaltung der Praxis der universitären Lehrer*innenbildung sinnvoll, dieses zunächst zu rekonstruieren. Im vorliegenden Beitrag wird dazu der Frage nachgegangen, welches implizite Wissen von Lehramtsstudierenden zu Schülervorstellungen und dem Umgang mit ihnen im Evolutionsunterricht die Wahrnehmung von Videovignetten beeinflusst. In dieser explorativen Studie werden zur Datenerhebung eine Videovignette als Diskussionsimpuls eingesetzt und Gruppendiskussionen durchgeführt. Die Datenauswertung erfolgt mithilfe der Dokumentarischen Methode. Anhand der ersten Ergebnisse werden Perspektiven aufgezeigt, wie die Sachantinomie vor dem Hintergrund des impliziten Wissens in der Lehrer*innenbildung bearbeitet werden kann. (DIPF/Orig.)In structural-theoretical approaches to teacher professionalism, it is assumed that the teachers\u27 adequate handling of antinomies is a central attribute of professionalism. From a didactical point of view the \u27Sachantinomie\u27 concerning the relationship between subject norm and students\u27 conceptions is particularly relevant in this context. Video vignettes offer the possibility of a case-based perception and reflection of antinomies in university teacher education. Assuming that the perception of classes is also based on implicit knowledge, it is helpful for the configuration of the practice of university teacher education to first reconstruct the implicit knowledge of pre-service teachers. In the present paper, the question is pursued which implicit knowledge of pre-service teachers influences the perception of students\u27 conceptions in evolution classes and the way teachers deal with it. This explorative study uses video vignette and conducts group discussions for data collection. Data analysis is carried out using the documentary method. Based on the first results, perspectives on the \u27Sachantinomie\u27 are provided considering implicit knowledge in teacher education. (DIPF/Orig.

Training in Decision-Making Strategies: An Approach to Enhance Students' Competence to Deal with Socioscientific Issues

International audienceDealing with socioscientific issues in science classes enables students to participate productively in controversial discussions concerning ethical topics such as sustainable development. In this respect, well-structured decision-making processes are essential for elaborate reasoning. To foster decision-making competence, a computer-based programme was developed that trains secondary school students (grades 11-13) in decision-making strategies. The main research question is: does training students to use these strategies foster decision-making competence? In addition, the influence of metadecision aids was examined. Students conducted a task analysis to select an appropriate strategy prior to the decision-making process. Hence, the second research question is: does combining decision-making training with a task analysis enhance decision-making competence at a higher rate? To answer these questions, 386 students were tested in a pre-post-follow-up control-group design that included two training groups (decision-making strategies/decision-making strategies combined with a task analysis) and a control group (decision-making with additional ecological information instead of strategic training). An open-ended questionnaire was used to assess decision-making competence in situations related to sustainable development. The decision-making training led to a significant improvement in the post-test and the follow-up, which was administered three months after the training. Long-term effects on the quality of the students' decisions were evident for both training groups. Gains in competence when reflecting upon the decision-making processes of others were found, to a lesser extent, in the training group that received the additional metadecision training. In conclusion, training in decision-making strategies is a promising approach to deal with socioscientific issues related to sustainable development

Students’ reasons for preferring teleological explanations

<p>The teleological bias, a major learning obstacle, involves explaining biological phenomena in terms of purposes and goals. To probe the teleological bias, researchers have used acceptance judgement tasks and preference judgement tasks. In the present study, such tasks were used with German high school students (<i>N</i> = 353) for 10 phenomena from human biology, that were explained both teleologically and causally. A sub-sample (<i>n </i>= 26) was interviewed about the reasons for their preferences. The results showed that the students favoured teleological explanations over causal explanations. Although the students explained their preference judgements etiologically (i.e. teleologically and causally), they also referred to a wide range of non-etiological criteria (i.e. familiarity, complexity, relevance and five more criteria). When elaborating on their preference for causal explanations, the students often focused not on the causality of the phenomenon, but on mechanisms whose complexity they found attractive. When explaining their preference for teleological explanations, they often focused not teleologically on purposes and goals, but rather on functions, which they found familiar and relevant. Generally, students’ preference judgements rarely allowed for making inferences about causal reasoning and teleological reasoning, an issue that is controversial in the literature. Given that students were largely unaware of causality and teleology, their attention must be directed towards distinguishing between etiological and non-etiological reasoning. Implications for educational practice as well as for future research are discussed.</p

Geschichtsunterricht ohne konkrete Inhalte? Zur geschichtsdidaktischen Modellierung von Fachlichkeit im Spannungsfeld zwischen Denkform und Sachwissen

McLean P, Henke-Bockschatz G. Geschichtsunterricht ohne konkrete Inhalte? Zur geschichtsdidaktischen Modellierung von Fachlichkeit im Spannungsfeld zwischen Denkform und Sachwissen. In: Martens M, Rabenstein K, Bräu K, et al., eds. Konstruktionen von Fachlichkeit. Ansätze, Erträge und Diskussionen in der empirischen Unterrichtsforschung. Bad Heilbrunn: Julius Klinkhardt; 2018: 82-94

Fachliche Lernprozesse in Interaktionen: Wissenssoziologische Modellierung und dokumentarische Rekonstruktion

Asbrand B, Hackbarth A. Fachliche Lernprozesse in Interaktionen: Wissenssoziologische Modellierung und dokumentarische Rekonstruktion. In: Martens M, Rabenstein K, Bräu K, et al., eds. Konstruktionen von Fachlichkeit. Ansätze, Erträge und Diskussionen in der empirischen Unterrichtsforschung. Bad Heilbrunn: Klinkhardt; 2018: 139-151