With the ratification of the UN Convention on the Rights of Persons with Disabilities, societies worldwide faced the challenge of developing an inclusive education system that provides access to education for all children (UN, 2006). Teaching in increasingly diverse and heterogeneous classrooms requires a great deal of professional competence on the part of the teaching staff. A central aspect of being able to do justice to all children individually is the development of a distinctive didactic and diagnostic competence. In the DiPoSa project (Didaktisch diagnostische Potentiale des inklusionsorientierten Sachunterrichts), further education and training modules are being developed to help implement formative assessment as an everyday teacher activity and an elementary part of the teaching profession (Schroeder, Blumberg, Kottmann, Miller & Reh, 2021).

There are different approaches to pedagogical diagnostics that imply process- and product-oriented approaches. The different types of diagnosis have been applied in teaching practice and currently, in inclusive classrooms, it is mainly support diagnosis that is linked to an assumed improvement of the initial situation through adaptive support measures that is common (Heimlich & Kahlert, 2012). However, due to the important role of special needs education in Germany, support diagnosis also has the dual function of diagnosis and selection. The research work in the DiPoSa project is based on didactic diagnostics that are directly integrated into the classroom and are suitable for everyday use to accompany teaching-learning processes. This strength-oriented understanding of diagnostics in the heterogeneous classroom takes on a special significance when based on the increasing labelling of pupils with special educational needs in Germany in recent years, which is justified by the support-oriented diagnostics from the beginning and the political requirements (KMK, 2008; 2020).

The subject of science education, with its subject-immanent resource orientation, offers many opportunities to see diversity in the classroom as a chance to use many different potentials (Prengel, 2016). For this reason, the DiPoSa project is located in science education and offers the possibility to define a subject-specific understanding of diagnosis. Didactic diagnostics should enable teachers to support all children during lessons by designing the learning offer in such a way that it is adapted to the interests and needs of the children and problem definitions are reflected against this background (Liebers, Maier, Prengel & Schönknecht, 2013; Schönknecht & Maier, 2012 ¸ Schroeder, 2016). This form of formative assessment takes place in the didactic context of science education lessons and enables teachers to offer adaptive learning settings. In the IGEL study (2017), formative assessment was found to have positive effects on students' concept development, which is in line with previous study results that attribute a beneficial effect to the increased use of formative assessment (Decristan et al., 2017).

A special concern of the work in this project is the continuous iterative cooperation of science and practice in order to develop a training and further education offer for teachers that is suitable for practice and that promotes the development of a resource-oriented didactic diagnosis.

To have great transfer effects into practice, the design-based-research approach was chosen for DiPoSa, which requires close science-practice cooperation (Reinmann, 2005; McKenney & Reeves, 2019). The aim of this science-practice cooperation was to develop a video-based learning platform that can be used in both university teacher training and in-service teacher training to promote the didactic-diagnostic competence of all participants. At the beginning, group discussions were conducted at the participating primary schools to ascertain the current status and needs of the teachers in dealing with diversity and heterogeneity in inclusive science education. Following on from this, regular development conferences were held at which the information gathered was first discussed and then clustered into different sub-areas. These sub-areas were called "building blocks". Each "building block" is given a different name (e.g. experimentation, language, etc.) and represents the visible potential of inclusive science education from the perspective of the teachers involved. Subsequently, "building block groups" were formed, consisting of representatives from science and practice, who were to deal with their respective building block in depth. During this development process, series of lessons were videotaped in the science education lessons of the teachers involved, so that a basis was given for the video-based learning platform to be developed. These videos were jointly evaluated and assigned to the respective modules, so that there are video sequences on the learning platform for each module, which are followed by good learning tasks to improve the didactic-diagnostic competence of the teachers. Using a pre-post vignette test design with a control group, possible effects on the improvement of the didactic-diagnostic competence of the participants of the intervention will be evaluated. For this purpose, two selected video sequences were implemented in an online questionnaire with open response formats. The teachers involved in the project viewed the videos and within 5 minutes noted down an initial professional assessment of the situation they had seen on the basis of three guiding questions. They were then able to watch the video again and add their observations to their notes without time pressure. These assessments were summarised and serve as an expert opinion to compare the statements of the training participants. In addition, the training participants ticked scales on non-cognitive aspects such as attitudes towards inclusive science education or self-efficacy beliefs about designing inclusive science education and about diagnosing in inclusive science education.

The development of didactic-diagnostic competence in the sense of formative assessment is of great importance for the successful design of inclusive science teaching (e. g. Black & Wiliam, 1998; Hattie, 2013; Wylie et al., 2012). The video-based learning platform developed in the DiPoSa project together with the teachers will offer the students of the experimental group the possibility to improve their professional competence in combination with the required theoretical input. This learning platform is a learning offer that has emerged from a close science-practice cooperation and thus has the claim to demonstrate transferable effects for teaching practice. Making these effects visible should be the subject of further research. As the work on the teaching platform is ongoing, the initial results may allow conclusions to be drawn for modifications to the video-based tool. Dealing with teaching situations from practice offers students and teachers a good learning opportunity to improve their diagnostic skills. Through the design-based-research approach, there is a great added value for teachers and especially researchers in the development and improvement of the tool (Reinmann, 2005; McKenney & Reeves, 2019). Through this close science-practice coordination, the actual diversity in German classrooms can be seen as an opportunity to develop diverse potentials, as they become more visible through the improvement of teachers' diagnostic skills in further education and training. Enenkiel, Bartel, Walz & Roth (2022) have conducted a study in which students were able to significantly improve their diagnostic skills for secondary school students in mathematics using a video-based learning platform. Similar results are therefore expected for the competence growth of students participating in the DiPoSa project intervention. In this poster presentation, the structure of the research project in terms of the design-based-research approach and the development status of the video-based learning platform will be presented.

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