Computersimulierte Arbeitsproben: Eine Validierungsstudie am Beispiel der Fehlerdiagnoseleistungen von Kfz-Mechatronikern

Gschwendtner, Tobias; Abele, Stephan; Nickolaus, Reinhold

doi:10.25162/zbw-2009-0038

Cited by 27 publications

(7 citation statements)

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“…This discrepancy might be partly explained from a methodological perspective. The computersimulation used to assess troubleshooting skills proved to be a valid instrument in previous studies (e.g., Gschwendtner et al, 2009). However, we assume a substantial degree of uncertainty in our analyses due to the smaller number of test items and a smaller sample size compared to the analyses on professional knowledge.…”

Section: Differential Development During Vet -Progress In Professiona...mentioning

confidence: 96%

“…Problem-solving skills were operationalized as troubleshooting skills which encompasses detecting and diagnosing malfunctions and their causes in motor vehicles. Troubleshooting skills were assessed with a computer-based motor vehicle simulation (Gschwendtner et al, 2009). Specifically, participants were asked to carry out diagnoses based on four work assignments including different malfunctions, to name the causes of the malfunctions, and to justify their solution (e.g., by the result of a resistance measurement on a motor component).…”

Section: Professional Knowledge and Problem-solving Skills (T2 And T3)mentioning

confidence: 99%

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Differential Development of Professional Knowledge and Problem-Solving Skills During VET: The Role of Initial Cognitive Resources, School-Leaving Certificates, And Sociodemographic Background

Schauer,

Abele,

Etzel

2024

Preprint

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In this study, we investigated the development of apprentices’ professional knowledge and problem-solving skills in the second half of dual vocational education and training (VET). We analyzed (1) the average level of development, (2) interindividual differences in this development, and (3) the role of initial cognitive resources, school-leaving certificates, and sociodemographic background as covariates of the development. Our analyses were based on a cohort of automotive technician apprentices. Professional knowledge (n=473) and troubleshooting skills (n=322) were assessed towards the end of the second and third year of VET. Based on latent change score models, our analyses showed a moderate increase in professional knowledge but no significant change in troubleshooting skills. However, in both domains, there was a substantial variance in change indicating that apprentices differed in development. These differences were partly associated with the apprentices’ achievement at the end of the second year of VET. Furthermore, we found that initial cognitive resources at the beginning of VET partly explained differences in prior achievement and, to some extent, in subsequent development. There were no effects of school-leaving certificates and socioeconomic status beyond the effects of prior achievement and initial cognitive resources, but our analyses hinted at some disadvantages for apprentices with a migration background. In sum, our study reveals inconclusive findings on the effectiveness of dual VET programs in promoting learning, especially in the domain of problem-solving skills, and points out heterogeneity in learning that needs to be accounted for in VET practice to improve success for all apprentices.

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Section: Differential Development During Vet -Progress In Professiona...mentioning

confidence: 96%

Section: Professional Knowledge and Problem-solving Skills (T2 And T3)mentioning

confidence: 99%

Differential Development of Professional Knowledge and Problem-Solving Skills During VET: The Role of Initial Cognitive Resources, School-Leaving Certificates, And Sociodemographic Background

Schauer,

Abele,

Etzel

2024

Preprint

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“…There is evidence for the domain of automotive technicians that technology-based assessments can provide objective and reliable results in reasonable testing times (Abele et al, 2014), valid interpretations of these results (e.g. Gschwendtner et al, 2009), and objective process data which can be used to increase the informative value of assessments (Abele and von Davier, 2019).…”

Section: Assessing Automotive Technician Learnersmentioning

confidence: 99%

PISA Vocational Education and Training (VET)

2024

Pisa

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“…Thus, a filled-in diagnosis plan represents a summary of a diagnostic process. We developed modelling examples in a screencast format showing an expert applying the diagnostic strategy and filling out a diagnosis plan in a computer simulation (Gschwendtner et al, 2009;Meier et al, 2022Meier et al, , 2023. While studying the modelling examples, apprentices received self-explanation prompts that referred to the filled-in diagnosis plans that served as static representations of the problem-solving process.…”

Section: Present Study and Research Questionsmentioning

confidence: 99%

Video-Based Modelling Examples and Comparative Self-Explanation Prompts for Teaching a Complex Problem-Solving Strategy

Meier,

Hesse,

Abele

et al. 2024

Preprint

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BackgroundIn example-based learning, examples are often combined with generative activities, such as comparative self-explanations of example cases. Comparisons induce heavy demands on working memory, especially in complex domains. Hence, only stronger learners may benefit from comparative self-explanations. While static text-based examples can be compared easily, this is challenging for transient video-based modelling examples used in complex domains because simultaneous processing of two videos is not feasible.ObjectivesTo allow for such comparisons, we combined video-based modelling examples with static representations (i.e., summarizing tables) of the observed optimal and a suboptimal solution of the problem-solving process. A comparative self-explanation prompt asked learners to compare the different solution approaches. Our study investigated the impact of video-based modelling examples versus independent problem-solving on cognitive load and problem-solving skill development. Moreover, we investigated the effects of comparative versus sequential self-explanation prompts, depending on learners’ prior knowledge. MethodsIn an experiment, 118 automotive apprentices learned a car malfunction diagnosis strategy. Apprentices were divided into three groups: (1) modelling examples with comparative self-explanation prompts, (2) modelling examples with sequential prompts, and (3) no examples or prompts. Diagnostic knowledge and skills were assessed before and after the intervention. Cognitive load was measured retrospectively.Results and ConclusionsDespite no observed effects on cognitive load, modelling examples enhanced diagnostic knowledge and diagnostic skills with scaffolds, though not independent diagnostic skills without scaffolds. The need for more practice opportunities to foster independent diagnostic skills is assumed. Additionally, comparative prompts appear promising for learners with more prior knowledge.TakeawaysVideo-based modelling examples were more beneficial for learning than practising to apply the diagnostic strategy. Static representations allow for comparisons of video examples and comparative prompts are promising for learners with more prior knowledge (cf. expertise-reversal effect). Further research, especially on the effects on cognitive load, is necessary.

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Computersimulierte Arbeitsproben: Eine Validierungsstudie am Beispiel der Fehlerdiagnoseleistungen von Kfz-Mechatronikern

Cited by 27 publications

References 0 publications

Differential Development of Professional Knowledge and Problem-Solving Skills During VET: The Role of Initial Cognitive Resources, School-Leaving Certificates, And Sociodemographic Background

Differential Development of Professional Knowledge and Problem-Solving Skills During VET: The Role of Initial Cognitive Resources, School-Leaving Certificates, And Sociodemographic Background

PISA Vocational Education and Training (VET)

Video-Based Modelling Examples and Comparative Self-Explanation Prompts for Teaching a Complex Problem-Solving Strategy

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