Simulation-based learning environments: do they affect learners’ relevant interests?

The use of simulation-based learning environments to foster professional competences attracts more and more research. The role of participants’ interest for learning is quite undisputable also in this context. Recent research findings emphasize that interest may trigger the activation of professional knowledge during participation in a simulation. Using data from N = 81 pre-service teachers who participated in four simulations over one semester, this contribution investigates how characteristics of the simulation (roleplay vs. video) and participants’ perception of the simulation affect the development of participants’ interests. Results reveal that, beyond the perception of the simulation, development of participants’ interests is weakly related to simulation characteristics

Cognitive and Motivational Person Characteristics as Predictors of Diagnostic Performance: Combined Effects on Pre-Service Teachers' Diagnostic Task Selection and Accuracy

The acquisition of diagnostic competences is an essential goal of teacher education. Thus, evidence on how learning environments facilitate pre-service teachers' acquisition of corresponding competences is important. In teacher education, approximations of practice (such as simulations) are discussed as being learning environments that can support learners in activating acquired knowledge in authentic situations. Simulated diagnostic interviews are recommended to foster teachers' diagnostic competences. The conceptualization of diagnostic competences highlights the importance of cognitive and motivational characteristics. Motivational learning theories predict that the activation of acquired knowledge in learning situations may be influenced by motivational characteristics such as individual interest. Although teachers' diagnostic competences constitute an increasing research focus, how cognitive and motivational characteristics interact when shaping the diagnostic process and accuracy in authentic learning situations remains an open question. To address this question, we report on data from 126 simulated diagnostic one-on-one interviews conducted by 63 pre-service secondary school mathematics teachers (students simulated by research assistants), studying the combined effects of interest and professional knowledge on the diagnostic process and accuracy. In addition to the main effect of content knowledge, interaction effects indicate that participants' interest plays the role of a door-opener for the activation of knowledge during simulation-based learning. Thus, the results highlight the importance of both, cognitive and motivational characteristics. This implies that simulation-based learning environments should be designed to arouse participants' interest to support their learning or to support less interested learners in activating relevant knowledge

Praxisnahe Lerngelegenheiten in der Lehrerbildung - Validierung der simulationsbasierten Lernumgebung DiMaL zur Förderung diagnostischer Kompetenzen von angehenden Mathematiklehrpersonen

Praxisnahe Lerngelegenheiten in der Lehrerbildung - Validierung der simulationsbasierten Lernumgebung DiMaL zur Förderung diagnostischer Kompetenzen von angehenden Mathematiklehrpersone

Demonstration of Feeding Vehicle-Integrated Photovoltaic-Converted Energy into the High-Voltage On-Board Network of Practical Light Commercial Vehicles for Range Extension

The setting up of a practical electrically driven light commercial demonstration vehicle with integrated photovoltaics (PV) is reported. The demonstrator vehicle is equipped with 15 modules based on the crystalline Si/amorphous Si heterojunction technology. The nominal total peak power under standard testing conditions is 2180 Wp. Specifically, the PV-converted energy is fed into the high-voltage (HV; 400 V) board-net for a utilization of the large capacity of the HV battery and thus for direct range extension. The demonstrator vehicle is equipped with irradiation, wind, temperature, magnetic, and global positioning system sensors. Irradiation and temperature as well as the energy flows from modules, maximum power point trackers (MPPTs), low-voltage buffer battery to HV battery via DC/DC, and from the HV battery to the loads during an exemplarily test drive day (May 31, 2021) are monitored. The range extension obtained at this day on our test route (51° 59′ N, 9° 31′ E) was 36 km, the corresponding CO2 savings account for ≈2.3 kg. The chain efficiency of the electronic components from the input side of the MPPTs to the HV output side of the DC/DC was 68.6%, whereas the DC/DC itself has an average efficiency of 90%. © 2021 The Authors. Solar RRL published by Wiley-VCH Gmb

In Vivo Tracking of Human Neural Stem Cells with 19F Magnetic Resonance Imaging

(c)The Author

How to combine collaboration scripts and heuristic worked examples to foster mathematical argumentation – when working memory matters

Mathematical argumentation skills (MAS) are considered an important outcome of mathematics learning, particularly in secondary and tertiary education. As MAS are complex, an effective way of supporting their acquisition may require combining different scaffolds. However, how to combine different scaffolds is a delicate issue, as providing learners with more than one scaffold may be overwhelming, especially when these scaffolds are presented at the same time in the learning process and when learners’ individual learning prerequisites are suboptimal. The present study therefore investigated the effects of the presentation sequence of introducing two scaffolds (collaboration script first vs. heuristic worked examples first) and the fading of the primarily presented scaffold (fading vs. no fading) on the acquisition of dialogic and dialectic MAS of participants of a preparatory mathematics course at university. In addition, we explored how prior knowledge and working memory capacity moderated the effects. Overall, 108 university freshmen worked in dyads on mathematical proof tasks in four treatment sessions. Results showed no effects of the presentation sequence of the collaboration script and heuristic worked examples on dialogic and dialectic MAS. Yet, fading of the initially introduced scaffold had a positive main effect on dialogic MAS. Concerning dialectic MAS, fading the collaboration script when it was presented first was most effective for learners with low working memory capacity. The collaboration script might be appropriate to initially support dialectic MAS, but might be overwhelming for learners with lower working memory capacity when combined with heuristic worked examples later on

Investigation of insect morphology by MRI: Assessment of spatial and temporal resolution

Classically, the investigation of the internal morphology of insects relies on histologic methods, e.g., the preparation of thin tissue sections. However, the preparation of serial sections is time consuming and means the irreversible loss of the animal. In the present investigation, we have analyzed the potential of NMR imaging as a tool for the morphologic classification of insects with sufficient spatial resolution. With a 512 matrix, 15 mm FOV, 200 mum slice thickness, images with an in-plane spatial resolution of 30 mum are obtained with a signal-to-noise ratio of 70. These conditions require only seven averages, resulting in an experimental time of only 50 min. Such image quality already permits the differentiation of fine structural and morphologic details such as e.g., intestinal tracts and copulation organ in a beetle. Also, wing controlling dorsal muscle groups as well as leg structures and joints are clearly distinguishable. We conclude that the spatial resolution and contrast condition of MR imaging are quite promising for the new approach of zoological insect classification using NMR imaging. Further principally available technical enhancement of sensitivity and spatial resolution will provide an attractive alternative to invasive techniques for the classification of, sometimes, rare and precious insect specimen