Please use this identifier to cite or link to this item:
doi:10.22028/D291-40476
Title: | Promoting future teachers’ evidence-informed reasoning scripts: Effects of different forms of instruction after problem-solving |
Author(s): | Krause-Wichmann, Theresa Greisel, Martin Wekerle, Christina Kollar, Ingo Stark, Robin |
Language: | English |
Title: | Frontiers in Education |
Volume: | 8 |
Publisher/Platform: | Frontiers |
Year of Publication: | 2023 |
Free key words: | teacher education evidence-informed reasoning problem-solving prior to instruction script theory example-based learning error-based learning |
DDC notations: | 370 Education |
Publikation type: | Journal Article |
Abstract: | Pre-service teachers face difficulties when dealing with problem situations in the classroom if their evidence-informed reasoning script (EIRS) is not adequately developed. An EIRS might be promoted by demonstrating how to implement evidence-informed reasoning after a problem-solving activity on an authentic case. However, it is unclear what form of instruction is appropriate to promote pre-service teachers in the development of an EIRS. The present 2×3-factorial experimental intervention study investigated how different forms of instruction on functional procedures (example-free vs. example-based) and on dysfunctional procedures (without vs. example-free vs. example-based) affect the development of an EIRS. N = 384 pre-service teachers worked on a written case vignette of a problem situation in a problem-solving phase, in which the crucial steps of the EIRS were prompted externally. In the subsequent instruction phase, the participants compared their own solution with an example-free or example-based instruction on functional procedures, which was either supplemented by an example-free or example-based instruction on typical dysfunctional procedures or not at all. The participants’ learning success (declarative EIRS; near and far transfer problemsolving performance) and error awareness were assessed. The results revealed that the example-based instruction on functional procedures led to a higher learning success than the example-free instruction. Both forms of instruction on dysfunctional procedures improved learning success compared to learning without one. During learning, error awareness was higher for learners who worked with an example-free instruction on dysfunctional procedures. In order to promote the development of an EIRS in pre-service teachers, it is promising to provide instruction after problem-solving that presents a functional example of evidence-informed reasoning for the given problem and that also points out typical dysfunctional approaches to solving the problem. The results highlight the importance of selecting appropriate scaffolds in case-based learning approaches that aim to develop cognitive schemata. The mechanisms that explain when and why instructions on dysfunctional procedures work need to be further explored. |
DOI of the first publication: | 10.3389/feduc.2023.1001523 |
URL of the first publication: | https://www.frontiersin.org/articles/10.3389/feduc.2023.1001523 |
Link to this record: | urn:nbn:de:bsz:291--ds-404764 hdl:20.500.11880/36362 http://dx.doi.org/10.22028/D291-40476 |
ISSN: | 2504-284X |
Date of registration: | 4-Sep-2023 |
Faculty: | HW - Fakultät für Empirische Humanwissenschaften und Wirtschaftswissenschaft |
Department: | HW - Bildungswissenschaften |
Professorship: | HW - Prof. Dr. Robin Stark |
Collections: | SciDok - Der Wissenschaftsserver der Universität des Saarlandes |
Files for this record:
File | Description | Size | Format | |
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feduc-08-1001523.pdf | 915,64 kB | Adobe PDF | View/Open |
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