Diagnosing Mathematical Argumentation Skills: A Video-Based Simulation for Pre-Service Teachers

Codreanu, Elias; Huber, Sina; Reinhold, Sarah; Sommerhoff, Daniel; Neuhaus, Birgit J.; Schmidmaier, Ralf; Ufer, Stefan; Seidel, Tina

doi:10.1007/978-3-030-89147-3_4

Cited by 4 publications

(2 citation statements)

References 32 publications

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“…As an example, when teaching the human circulatory system in biology education, research has identified a number of typically occurring student (mis)conceptions which can promote or hinder a deep understanding (Van Lehn et al, 2003;Graesser et al, 2011;Dorfner et al, 2019;Scharfenberg and Bogner, 2019;Kramer et al, 2020). This evidence can be used for video case design by presenting students who saliently model these conceptions in their verbal interactions with a teacher (Codreanu et al, 2022). In addition, science education research has identified a number of teaching situations in which these kinds of conceptions can become particularly salient, for example, when teachers elicit and guide student thinking in small group situations (Park and Chen, 2012;Kloser, 2014).…”

Section: First Draftmentioning

confidence: 99%

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Developing scripted video cases for teacher education: Creating evidence-based practice representations using mock ups

Seidel

Farrell²,

Martin³

et al. 2022

Front. Educ.

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Video cases are commonly used in teacher education to support evidence-based professional knowledge acquisition. Novice teachers, however, often struggle when learning with video, since they lack professional knowledge schemata that facilitate noticing and reasoning about relevant events. Scripted video case development provides an approach to make relevant events more salient and visible. In alignment with previously reported approaches, we applied relevant design steps and quality criteria within the presented project to promote use in further research. Thereby, we introduce the novel approach of using mock-up settings as a way to identify naturalistic behavior as a basis for script development. User experience (UX) evaluations based on defined quality criteria of realistic experiences (i.e., authenticity), personal relevance (i.e., utility value), engagement (i.e., situational interest), and challenge (i.e., cognitive load) were carried out in a set of four studies including N = 423 teacher students. Findings support the conclusion that our design approach resulted in the development of high-quality scripted video cases for further use in initial teacher education.

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Section: First Draftmentioning

confidence: 99%

“…The design and use of micro-teaching situations can be viewed in light of such simulation development. A microteaching mock-up can provide a simulated setting wherein underlying core teaching concepts can be realized as decomposed yet still authentic scenarios (Codreanu et al, 2022).…”

Section: First Draftmentioning

confidence: 99%

Developing scripted video cases for teacher education: Creating evidence-based practice representations using mock ups

Seidel

Farrell²,

Martin³

et al. 2022

Front. Educ.

Self Cite

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Learning to Diagnose Students’ Behavioral, Developmental, and Learning Disorders in a Simulation-Based Learning Environment for Pre-Service Teachers

Bauer

Sailer

Kiesewetter³

et al. 2022

Learning to Diagnose With Simulations

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Reasoning about students who might have behavioral, developmental, or learning disorders is a relevant aspect of teachers’ everyday practice (Reinke et al., Sch Psychol Q 26(1):1, 2011). Therefore, this content area should be part of teacher education. Accordingly, we developed a simulation-based learning environment in which pre-service teachers gather information about six individual students. Learners examine reports about students’ behavior, e.g., in the classroom or at home, and analyze the students’ performance and records of their work. The pre-service teachers’ task is to integrate the given information and draw a diagnostic conclusion for each student. Several design aspects were investigated using the simulation. The most challenging design aspect was to automatically generate adaptive feedback on epistemic diagnostic activities and diagnostic outcomes (Schulz et al., e-teaching. org Themenspecial, Was macht Lernen mit digitalen Medien erfolgreich, 2019). The studies we conduct are replicated in a parallel project in medical education.

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Elementary preservice teachers' use of prompts to encourage student‐to‐student talk during simulated argumentation discussions

Masters,

Lottero‐Perdue,

Placa

et al. 2024

School Sci & Mathematics

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Providing opportunities for students to talk directly with their peers is a critical dimension to facilitating discussions in mathematics and science, including argumentation‐focused discussions in which students construct arguments and critique others' arguments. Research suggests that supporting student‐to‐student talk and facilitating argumentation discussions are complex and challenging practices for preservice teachers (PSTs). Elementary PSTs from two mathematics and two science methods courses practiced facilitating student‐to‐student talk within the context of an argumentation‐focused discussion. This study's main purpose was to explore the prompts that 29 PSTs used to encourage student‐to‐student talk in a simulated classroom. Findings show the PSTs were able to use direct prompts that encourage student‐to‐student talk but were just as likely to use prompts that may discourage students from talking to each other. Most direct prompts PSTs used to encourage student‐to‐student talk were for the purpose of argumentation construction and/or critique. PSTs were more likely to use indirect prompts, much like Talk Moves, that encourage students to consider others' ideas rather than requesting that students talk with each other. These findings have important implications for future research, as well as for teacher educators and professional learning facilitators who support teachers learning to encourage student‐to‐student talk during argumentation‐focused discussions.

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Diagnosing Mathematical Argumentation Skills: A Video-Based Simulation for Pre-Service Teachers

Cited by 4 publications

References 32 publications

Developing scripted video cases for teacher education: Creating evidence-based practice representations using mock ups

Developing scripted video cases for teacher education: Creating evidence-based practice representations using mock ups

Learning to Diagnose Students’ Behavioral, Developmental, and Learning Disorders in a Simulation-Based Learning Environment for Pre-Service Teachers

Elementary preservice teachers' use of prompts to encourage student‐to‐student talk during simulated argumentation discussions

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