Development of a Learning Environment to Enhance Preservice Physics Teachers’ Diagnostic Competence in Terms of Students’ Conceptions

Ingrid Krumphals; Claudia Haagen-Schützenhöfer

doi:10.29333/ejmste/10898

Full Text (PDF)

Ingrid Krumphals ¹ ^* , Claudia Haagen-Schützenhöfer ¹

More Detail

¹ Department of Physics Education Research, University of Graz, AUSTRIA
^* Corresponding Author

Abstract

Teachers’ diagnostic competence is fundamental for supporting students’ individual learning processes and must be fostered in teacher education. Following a design-based research approach, a learning environment is developed focusing on preservice physics teachers’ diagnostic competence in diagnosing students’ conceptions. A core element of the learning environment are video vignettes of high school students solving tasks on mechanics. The learning arrangement was implemented in a bachelor’s level physics didactics course. We aimed to identify supportive and obstructive elements for the preservice teachers’ learning processes when training with the video vignettes to inform the redesign of the learning environment. The working phases centred around the training video vignettes were videotaped and data of four groups of preservice teachers was analysed with thick description. We reconstructed preservice teachers’ intentions of action to gather a deeper understanding of supportive and obstructive elements. Among other findings, results show that preservice teachers’ gaps in content knowledge highly influence the training situation.

Keywords

design-based research
diagnostic competence
diagnostic process
teacher education
video vignettes

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/10898

EURASIA J Math Sci Tech Ed, 2021 - Volume 17 Issue 6, Article No: em1972

Publication date: 15 May 2021

Article Views: 810

Article Downloads: 489

Open Access References How to cite this article

References

Alonzo, A. C., & von Aufschnaiter, C. (2018). Moving Beyond Misconceptions: Learning Progressions as a Lens for Seeing Progress in Student Thinking. The Physics Teacher, 56(7), 470-473. https://doi.org/10.1119/1.5055332
Barab, S., & Squire, K. (2004). Design-Based Research: Putting a Stake in the Ground. Journal of the Learning Sciences, 13(1), 1-14. https://doi.org/10.1207/s15327809jls1301_1
Beck, E., Baer, M., Guldimann, T., Bischoff, S., Brühwiler, C., Müller, P., Niedermann, R., Rogalla, M., & Vogt, F. (Eds.). (2008). Pädagogische Psychologie und Entwicklungspsychologie: Vol. 63. Adaptive Lehrkompetenz: Analyse und Struktur, Veränderbarkeit und Wirkung handlungssteuernden Lehrerwissens [Educational psychology and developmental psychology: Vol. 63. Adaptive teaching competence: Analysis and structure, changeability and effect of action-controlling teacher knowledge]. Waxmann.
Becker, S., Spinath, B., Ditzen, B., & Dörfler, T. (2020). Der Einfluss von Stress auf Prozesse beim diagnostischen Urteilen - eine Eye Tracking-Studie mit mathematischen Textaufgaben. Unterrichtswissenschaft, 48, 531-550. https://doi.org/10.1007/s42010-020-00078-4
Beretz, A.-K., Lengnink, K., & von Aufschnaiter, C. (2017). Diagnostische Kompetenz gezielt fördern - Videoeinsatz im Lehramtsstudium Mathematik und Physik [Targeted promotion of diagnostic competence - use of video in mathematics and physics teacher training]. In C. Selter, S. Hußmann, C. Hößle, C. Knipping, K. Lengnink, & J. Michaelis (Eds.), Diagnose und Förderung heterogener Lerngruppen: Theorien, Konzepte und Beispiele aus der MINT-Lehrerbildung [Diagnosis and promotion of heterogeneous learning groups: theories, concepts and examples from MINT teacher training] (pp. 149-168). Waxmann.
Berliner, D. C. (2001). Learning about and learning from expert teachers. International Journal of Educational Research, 35(5), 463-482. https://doi.org/10.1016/S0883-0355(02)00004-6
Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. https://doi.org/10.1080/0969595980050102
Black, P., & Wiliam, D. (2003). ‘In praise of educational research’: formative assessment. British Educational Research Journal, 29(5), 623-637. https://doi.org/10.1080/0141192032000133721
Blomberg, G., Renkl, A., Sherin, M. G., Borko, H., & Seidel, T. (2013). Five research-based heuristics for using video in pre-service teacher education. Journal for Educational Research Online, 5(1), 90-114.
Blomberg, G., Sherin, M. G., Renkl, A., Glogger, I., & Seidel, T. (2014). Understanding video as a tool for teacher education: investigating instructional strategies to promote reflection. Instructional Science, 42(3), 443-463. https://doi.org/10.1007/s11251-013-9281-6
Blömeke, S., Gustafsson, J.-E., & Shavelson, R. J. (2015). Beyond Dichotomies. Zeitschrift Für Psychologie, 223(1), 3-13. https://doi.org/10.1027/2151-2604/a000194
Carter, K., Cushing, K., Sabers, D., Stein, P., & Berliner, D. (1988). Expert-Novice Differences in Perceiving and Processing Visual Classroom Information. Journal of Teacher Education, 39(3), 25-31. https://doi.org/10.1177/002248718803900306
Denzin, N. K. (1989). Interactionism, Interpretive: Applied Social Research Methods Series (vol. 16). Sage.
Duit, R. (1994). An Schülervorstellungen anknüpfend Physik lehren und lernen [Teaching and learning physics based on student ideas]. Naturwissenschaft Im Unterricht Physik, 5(22), 4-6.
Duit, R. (1996). The constructivist view in science education-what it has to offer and what should not be expected from it. Investigaçôes Em Ensino De Ciências, 1(1), 40-75.
Duit, R., Gropengießer, H., Kattmann, U., Komorek, M., & Parchmann, I. (2012). The Model of Educational Reconstruction - a framework for improving teaching and learning science. In D. Jorde & J. Dillon (Eds.), Cultural perspectives in science education: Vol. 5. Science education research and practice in Europe: Retrospective and prospective. Sense Publ. https://doi.org/10.13140/2.1.2848.6720
Duit, R., Treagust, D., & Widodo, A. (2008). Teaching science for conceptual change: Theory and practice. In International handbook of research on conceptual change (pp. 629-646). Routledge.
Embse, N., Ryan, S. V., Gibbs, T., & Mankin, A. (2019). Teacher stress interventions: A systematic review. Psychology in the Schools, 56(8), 1328-1343. https://doi.org/10.1002/pits.22279
Fischer, C., Veber, M., & Rott, D. (2014). Adaptive Lehrkompetenz und pädagogische Haltung [Adaptive teaching skills and pedagogical attitude]. In E. Kiel, I. Esslinger-Hinz, & K. Reusser (Eds.), Jahrbuch für Allgemeine Didaktik: Vol. 2014. Thementeil: Allgemeine Didaktik für eine inklusive Schule (pp. 16-34). Schneider Verlag Hohengehren.
Freeman, M. (2014). The Hermeneutical Aesthetics of Thick Description. Qualitative Inquiry, 20(6), 827-833. https://doi.org/10.1177/1077800414530267
Geertz, C. (1973). The interpretation of cultures: Selected Essays by Clifford Geertz. Basic Books, Inc., Publishers. https://chairoflogicphiloscult.files.wordpress.com/2013/02/clifford-geertz-the-interpretation-of-cultures.pdf
Geertz, C. (2015). Dichte Beschreibung: Beiträge zum Verstehen kultureller Systeme [Dense description: Contributions to the understanding of cultural systems] (B. Luchesi & R. Bindemann, Trans.) (13. Ed.). Suhrkamp-Taschenbuch Wissenschaft: Vol. 696. Suhrkamp.
Greenwood, J. (1993). Reflective practice: A critique of the work of Argyris and Schön. Journal of Advanced Nursing, 18(8), 1183-1187. https://doi.org/10.1046/j.1365-2648.1993.18081183.x
Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, Peter, W. (2009). Teaching Practice: A Cross-Professional Perspective. Teachers College Record, 111(9), 2055-2100.
Haagen-Schützenhöfer, C., & Hopf, M. (2020). Design-based research as a model for systematic curriculum development: The example of a curriculum for introductory optics. Physical Review Physics Education Research, 16(2), 020152. https://doi.org/10.1103/PhysRevPhysEducRes.16.020152
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge. https://doi.org/10.4324/9780203181522
Helmke, A. (2009). Unterrichtsqualität und Lehrerprofessionalität: Diagnose, Evaluation und Verbesserung des Unterrichts [Teaching quality and teacher professionalism: diagnosis, evaluation and improvement of teaching] (1. Ed.). Klett-Kallmeyer.
Herppich, S., Praetorius, A.-K., Hetmanek, A., Glogger, I., Ufer, S., Leutner, D., Behrmann, L., Böhmer, I., Böhmer, M., Förster, N., Kaiser, J., Karing, C., Karst, K., Klug, J., Ohle, A., & Südkamp, A. (2017). Ein Arbeitsmodell für die empirische Erforschung der diagnostischen Kompetenz von Lehrkräften [A working model for empirical research into the diagnostic competence of teachers]. In A. Südkamp & A.-K. Praetorius (Eds.), Diagnostische Kompetenz von Lehrkräften: Theoretische und methodische Weiterentwicklungen [Diagnostic competence of teachers: Theoretical and methodological developments]. Waxmann Verlag GmbH.
Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force concept inventory. The Physics Teacher, 30(3), 141-158. https://doi.org/10.1119/1.2343497
Hoppe, T., Renkl, A., Seidel, T., Rettig, S., & Rieß, W. (2020). Exploring How Teachers Diagnose Student Conceptions about the Cycle of Matter. Sustainability, 12(10), 4184. https://doi.org/10.3390/su12104184
Hoth, J., Döhrmann, M., Kaiser, G., Busse, A., König, J., & Blömeke, S. (2016). Diagnostic competence of primary school mathematics teachers during classroom situations. ZDM, 48(1-2), 41-53. https://doi.org/10.1007/s11858-016-0759-y
Ingenkamp, K.-H., & Lissmann, U. (2008). Lehrbuch der Pädagogischen Diagnostik [Educational diagnostics textbook]. Beltz Verlag.
Klug, J., Bruder, S., & Schmitz, B. (2016). Which variables predict teachers diagnostic competence when diagnosing students’ learning behavior at different stages of a teacher’s career? Teachers and Teaching, 22(4), 461-484. https://doi.org/10.1080/13540602.2015.1082729
Klug, J., Bruder, S., Kelava, A., Spiel, C., & Schmitz, B. (2013). Diagnostic competence of teachers: A process model that accounts for diagnosing learning behavior tested by means of a case scenario. Teaching and Teacher Education, 30, 38-46. https://doi.org/10.1016/j.tate.2012.10.004
Klug, J., Gerich, M., & Schmitz, B. (2016). Can teachers’ diagnostic competence be fostered through training and the use of a diary? Journal for Educational Research Online, 8, 184-206.
Leeds‐Hurwitz, W. (2015). Thick Description. In K. Tracy, C. Ilie, & T. Sandal (Eds.), The international encyclopedia of language and social interaction. The international encyclopedia of language and social interaction (pp. 1-5). Wiley-Blackwell. https://doi.org/10.1002/9781118611463.wbielsi072
Leuders, T., Dörfler, T., Leuders, J., & Philipp, K. (2018). Diagnostic Competence of Mathematics Teachers: Unpacking a Complex Construct. In T. Leuders, K. Philipp, & J. Leuders (Eds.), Mathematics Teacher Education: Vol. 11. Diagnostic competence of mathematics teachers: Unpacking a complex construct in teacher education and teacher practice (pp. 3-32). Springer. https://doi.org/10.1007/978-3-319-66327-2
Levin, D. M., Hammer, D., & Coffey, J. E. (2009). Novice Teachers’ Attention to Student Thinking. Journal of Teacher Education, 60(2), 142-154. https://doi.org/10.1177/0022487108330245
Livingston, C., & Borko, H. (1989). Expert-Novice Differences in Teaching: A Cognitive Analysis and Implications for Teacher Education. Journal of Teacher Education, 40(4), 36-42. https://doi.org/10.1177/002248718904000407
McManus, S. (2008). Attributes of effective formative assessment. Council of Chief State School Officers.
Meister, S., Nitz, S., Schwanewedel, J., & Upmeier zu Belzen, A. (2020). Diagnostische Fähigkeiten Lehramtsstudierender - Förderung mit Videovignetten und Anwendung im Lehr-Lern-Labor [Diagnostic skills of student teachers - promotion with video vignettes and application in the teaching-learning laboratory]. In B. Priemer & J. Roth (Eds.), Lehr-Lern-Labore: Konzepte und deren Wirksamkeit in der MINT-Lehrpersonenbildung [Teaching-learning laboratories: Concepts and their effectiveness in MINT teacher training] (1st ed., Vol. 16, pp. 223-247). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-662-58913-7_15
Ostermann, A. (2018). Factors Influencing the accuracy of diagnostic judgements. In T. Leuders, K. Philipp, & J. Leuders (Eds.), Mathematics Teacher Education: Vol. 11. Diagnostic competence of mathematics teachers: Unpacking a complex construct in teacher education and teacher practice (pp. 95-108). Springer.
Ponterotto, J. G. (2006). Brief note on the origins, evolution, and meaning of the qualitative research concept thick description. The Qualitative Report, 11(3), 538-549.
Rath, V. (2017). Diagnostische Kompetenz von angehenden Physiklehrkräften. Modellierung, Testinstrumentenentwicklung und Erhebung der Performanz bei der Diagnose von Schülervorstellungen in der Mechanik. Studien zum Physik- und Chemielernen (Vol. 220). Logos Verl.
Sabers, D. S., Cushing, K. S., & Berliner, D. C. (1991). Differences Among Teachers in a Task Characterized by Simultaneity, Multidimensional, and Immediacy. American Educational Research Journal, 28(1), 63-88. https://doi.org/10.3102/00028312028001063
Santagata, R., & Yeh, C. (2016). The role of perception, interpretation, and decision making in the development of beginning teachers’ competence. ZDM, 48(1-2), 153-165. https://doi.org/10.1007/s11858-015-0737-9
Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions (1. ed.). The Jossey-Bass higher education series. Jossey-Bass.
Schubert, T., Friedmann, F., & Regenbrecht, H. (2001). The Experience of Presence: Factor Analytic Insights. Presence: Teleoperators and Virtual Environments, 10(3), 266-281. https://doi.org/10.1162/105474601300343603
Schwandt, T. A. (2007). The Sage dictionary of qualitative inquiry (3. ed.). Sage Publ. https://doi.org/10.4135/9781412986281
Seidel, T., Blomberg, G., & Renkl, A. (2013). Instructional strategies for using video in teacher education. Teaching and Teacher Education, 34, 56-65. https://doi.org/10.1016/j.tate.2013.03.004
Sherin, M. G., & van Es, E. A. (2009). Effects of Video Club Participation on Teachers’ Professional Vision. Journal of Teacher Education, 60(1), 20-37. https://doi.org/10.1177/0022487108328155
Sherin, M. G., Jacobs, V. R., & Philipp, R. A. (2011). Mathematics Teacher Noticing. Routledge. https://doi.org/10.4324/9780203832714
Stahnke, R., Schueler, S., & Roesken-Winter, B. (2016). Teachers’ perception, interpretation, and decision-making: a systematic review of empirical mathematics education research. ZDM, 48(1-2), 1-27. https://doi.org/10.1007/s11858-016-0775-y
Star, J. R., & Strickland, S. K. (2008). Learning to observe: using video to improve preservice mathematics teachers’ ability to notice. Journal of Mathematics Teacher Education, 11(2), 107-125. https://doi.org/10.1007/s10857-007-9063-7
Steffentorweihen, B., & Theyßen, H. (2018). Diagnostische Fähigkeiten fördern im Lehr-Lern-Labor Physik [Diagnostic skills promote physics in the teaching-learning laboratory]. PhyDid B - Didaktik Der Physik - Beiträge Zur DPG-Frühjahrstagung (pp. 179-184).
Suchań, B., & Breit, S. (Eds.). (2016). PISA 2015. Grundkompetenzen am ende der pflichtschulzeit im internationalen vergleich [PISA 2015. Basic skills at the end of compulsory schooling in an international comparison]. Leykam.
Tekkumru-Kisa, M., Stein, M. K., & Coker, R. (2018). Teachers’ learning to facilitate high-level student thinking: Impact of a video-based professional development. Journal of Research in Science Teaching, 55(4), 479-502. https://doi.org/10.1002/tea.21427
Tolsdorf, Y., & Markic, S. (2017). Development of an instrument and evaluation pattern for the analysis of chemistry student teachers’ diagnostic competence. International Journal of Physics & Chemistry Education, 9(3), 1-10.
Tolsdorf, Y., & Markic, S. (2018). Development and Changes in Student Teachers´ Knowledge Concerning Diagnostic in Chemistry Teaching - A Longitudinal Case Study. Eurasia Journal of Mathematics, Science and Technology Education, 14(12), em1613. https://doi.org/10.29333/ejmste/94232
van Es, E. A., & Sherin, M. G. (2002). Learning to Notice: Scaffolding New Teachers’ Interpretations of Classroom Interactions. Journal of Technology and Teacher Education, 10(4), 571-596.
van Es, E. A., & Sherin, M. G. (2008). Mathematics teachers’ “learning to notice” in the context of a video club. Teaching and Teacher Education, 24(2), 244-276. https://doi.org/10.1016/j.tate.2006.11.005
van Merrienboer, J. J. G., Kirschner, P. A., & Kester, L. (2003). Taking the Load Off a Learner’s Mind: Instructional Design for Complex Learning. Educational Psychologist, 38(1), 5-13. https://doi.org/10.1207/S15326985EP3801_2
van Ophuysen, S. (2010). Professionelle pädagogisch-diagnostische Kompetenz - eine theoretische und empirische Annäherung [Professional educational-diagnostic competence - a theoretical and empirical approach]. In H.-G. Rolff (Ed.), Veröffentlichungen des Instituts für Schulentwicklungsforschung. Jahrbuch der Schulentwicklung: Daten, Beispiele und Perspektiven (1st ed., pp. 203-234). Beltz.
Vogt, F., & Rogalla, M. (2009). Developing Adaptive Teaching Competency through coaching. Teaching and Teacher Education, 25(8), 1051-1060. https://doi.org/10.1016/j.tate.2009.04.002
von Aufschnaiter, C., & Alonzo, A. C. (2018). Foundations of formative assessment: Introducing a learning progression to guide preservice physics teachers’ video-based interpretation of student thinking. Applied Measurement in Education, 31(2), 113-127. https://doi.org/10.1080/08957347.2017.1408629
von Aufschnaiter, C., Cappell, J., Dübbelde, G., Ennemoser, M., Mayer, J., Stiensmeier-Pelster, J., Sträßer, R., & Wolgast, A. (2015). Diagnostische Kompetenz: Theoretische Überlegungen zu einem zentralen Konstrukt der Lehrerbildung [Diagnostic competence: Theoretical considerations on a central construct of teacher training]. Zeitschrift Für Pädagogik, 61(5), 738-758.
Weinert, F. E. (2001). Concept of Competence: A Conceptual Clarification. In D. S. Rychen & L. H. Salganik (Eds.), Defining and Selecting Key Competencies (pp. 45-66). Hogrefe.
Weinert, F. E., Schrader, F.-W., & Helmke, A. (1989). Quality of instruction and achievement outcomes. International Journal of Educational Research, 13(8), 895-914. https://doi.org/10.1016/0883-0355(89)90072-4

How to cite this article

APA

Krumphals, I., & Haagen-Schützenhöfer, C. (2021). Development of a Learning Environment to Enhance Preservice Physics Teachers’ Diagnostic Competence in Terms of Students’ Conceptions. Eurasia Journal of Mathematics, Science and Technology Education, 17(6), em1972. https://doi.org/10.29333/ejmste/10898

Vancouver

Krumphals I, Haagen-Schützenhöfer C. Development of a Learning Environment to Enhance Preservice Physics Teachers’ Diagnostic Competence in Terms of Students’ Conceptions. EURASIA J Math Sci Tech Ed. 2021;17(6):em1972. https://doi.org/10.29333/ejmste/10898

AMA

Krumphals I, Haagen-Schützenhöfer C. Development of a Learning Environment to Enhance Preservice Physics Teachers’ Diagnostic Competence in Terms of Students’ Conceptions. EURASIA J Math Sci Tech Ed. 2021;17(6), em1972. https://doi.org/10.29333/ejmste/10898

Chicago

Krumphals, Ingrid, and Claudia Haagen-Schützenhöfer. "Development of a Learning Environment to Enhance Preservice Physics Teachers’ Diagnostic Competence in Terms of Students’ Conceptions". Eurasia Journal of Mathematics, Science and Technology Education 2021 17 no. 6 (2021): em1972. https://doi.org/10.29333/ejmste/10898

Harvard

Krumphals, I., and Haagen-Schützenhöfer, C. (2021). Development of a Learning Environment to Enhance Preservice Physics Teachers’ Diagnostic Competence in Terms of Students’ Conceptions. Eurasia Journal of Mathematics, Science and Technology Education, 17(6), em1972. https://doi.org/10.29333/ejmste/10898

MLA

Krumphals, Ingrid et al. "Development of a Learning Environment to Enhance Preservice Physics Teachers’ Diagnostic Competence in Terms of Students’ Conceptions". Eurasia Journal of Mathematics, Science and Technology Education, vol. 17, no. 6, 2021, em1972. https://doi.org/10.29333/ejmste/10898