Session Information
99 ERC SES 03 D, Interactive Poster Session
Poster Session
Contribution
The overall aim of the ComeMINT research project is to design, implement and evaluate an adaptive, digitized teacher training course, available to pre-service and in-service teachers, to explore the potential of digital incremental scaffolds in biology education.
Teachers are often challenged when faced with individual learning needs, particularly in science education. The complex nature of biology education enhances the demands - particularly when considering the challenge of problem-solving tasks during experimentation (Stiller & Wilde, 2021). It has been shown that the complexity of such problem-solving tasks often leads to student overload (Schmidt-Weigand et al., 2008). These challenges for students are particularly strong in heterogeneous learning groups that include students with different levels of prior knowledge (Kalyuga, 2013). Previous studies argue that students with a lack of prior knowledge of content and methods struggle with problem solving tasks compared to students with a higher level of prior knowledge (Bekel-Kastrup et al., 2020). The perceived complexity of the task and the level of prior knowledge seem to play an important role when considering students' learning progress. These different preconditions are often not considered in lesson planning. One way to consider students' preconditions is to implement (digital) incremental scaffolds. The potential of these scaffolds is often underestimated, although the positive effect of adaptable instructions can be beneficial for low-performing learners (Großmann & Wilde, 2019; Kalyuga, 2013) as well as students with high prior knowledge (Stäudel et al., 2007). Incremental scaffolds mediate between instruction and independent learning by considering students' prior knowledge (Franke-Braun et al., 2008; Hänze et al., 2010; Schmidt-Weigand et al., 2008). Therefore, scaffolding tools can meet different learning needs and reduce students' cognitive load (Arnold et al., 2017). Incremental scaffolds consist of structured prompts and worked examples that allow students to receive as much help as they individually need to solve problems (Schmidt-Weigand et al., 2008). This concept is not only useful for students who need additional help to solve a scientific problem but can also stimulate the learning process for more advanced students by creating a challenging learning situation, especially in biology classes (Großmann & Wilde, 2019). When it comes to reducing barriers and improving inclusion in biology education, digital learning tools might prove helpful (Stinken-Rösner et al., 2021). The integration of digital tools enables access to biology education for students with individual needs and facilitates the integration of assistive tools into biology lessons and experiments (Abels & Stinken-Rösner 2022). Furthermore, the use of incremental scaffolds could support scientific thinking (Arnold et al., 2017) as well as conceptual and procedural knowledge (Stiller & Wilde, 2021).
The underlying research question revolves around the perceived behavioral orientation towards digital and heterogeneous sensitive teaching and the extent to which participation in our training influences the intention to implement the training content into the own lesson planning. A prerequisite for the implementation of digital scaffolding methods in the curriculum of biology teachers is curiosity about new technologies. Therefore, a pilot study will be conducted with pre-service biology teachers to investigate their readiness to integrate digital tools into their future teaching, as well as their prior knowledge of the available tools and their purpose of implementation through a questionnaire. As an intervention, these pre-service teachers will participate in a seminar to learn about inclusive technological applications and to generate their own teaching materials. A change in knowledge about suitable technologies and perceived readiness of conducting digitally enhanced biology lessons will be evaluated through pre- and post-questionnaires.
Method
The content and structure of the teacher training will be based on Lipowsky and Rzejak's (2021) guidelines for effective teacher training (Lipowsky & Rzejak, 2021). It will be a fully digital self-study unit implemented on the iMooX platform (https://imoox.at/mooc/). The platform provides OER material and enables the individual creation of openly licensed online courses. The training will consist of a basic module and selectable advanced modules, allowing for a personalized learning experience if desired. The base module provides basic information about incremental scaffolds, such as their theoretical background, their effectiveness for student learning, and their development and use in the classroom. Advanced modules provide examples of the implementation of digital incremental scaffolds in biology education. Opportunities for collaboration and communication will be provided through a chat forum and optional workshop. The approach of the overall research project is based on intervention studies, building upon the main constructs of the Theory of Planned Behaviour (Ajzen, 1991). Therefore, we aim to examine the effect of the developed teacher training on participants' attitudes, subjective norms, perceived behavioral control and behavioral intentions as indicators of the prospective use of incremental scaffolds in biology education. Based on the potential change in teachers' intention to use digital incremental scaffolds after completing the training, a change in participants' teaching is expected and will be further investigated trough follow-up test or interviews. The TPACK model, or rather the adapted instrument by Zinn et al. (2022), has proven to be a useful tool for assessing pre-service teachers' digital literacy skills. Extending the test instrument to include the respondent's assessment of beneficial and detrimental factors (Pain/Gain elements) provides deeper insights into the respondent's motives for or against the use of technology. Therefore, in collaboration with Prof. Siegmar Otto (University of Hohenheim), we have developed a new 67-item scale that inquire about such elements. Together with the adapted 12-item TPACK scale (Zinn et al., 2022), this results in a comprehensive test instrument for assessing teachers' knowledge and readiness to use technology in biology lessons. The sample for the validation of this instrument will consist of approximately 25 pre-service teachers who will take part in an intervention seminar accompanied by a pre- and post-test. Targeted variables in the questionnaire will be the participants' technological pedagogical content knowledge, as well as their favorable or impeding factors for technology integration through various reasons.
Expected Outcomes
The intervention will take place between April and July 2024, accompanied by a pre- and post-test. As Bachelor students in their final semester are taking part in this seminar, we expect that the students have not yet gained much experience with technology integration in their own lesson planning. The pre-test offers insights into the pre-service teachers' current knowledge and readiness to incorporate digital technologies in their teaching. During the seminar, students explore the question of how digital applications can be used to support learning in heterogeneous learning communities. Each week, they will learn about new applications, thereby improving their prior knowledge and possibly their readiness to use technology in their own lessons. At the end of the seminar, the students present their own teaching concept and reflect on the benefits and disadvantages in the group. This approach serves as a pilot for our research question as to whether engaging with the topic of digital inclusion has a positive impact on knowledge and future teaching practice. We expect that this seminar will provide best practice-examples of digital and heterogeneity-sensitive biology lessons that we can integrate into our teacher training end of the year. The findings from the Bachelor seminar will be presented through our poster, contributing to the development of our self-study unit for biology-teachers. In addition, we will verify the suitability of the novel test instrument consisting of TPACK and Pain/Gain elements for assessing the level of knowledge and readiness of (pre-service) teachers to use technologies in their own teaching.
References
Abels, S., Stinken-Rösner, L. (2022). „Diklusion“ im naturwissenschaftlichen Unterricht – Aktuelle Positionen und Routenplanung. In: Watts, E.M., Hoffmann, C. (eds) Digitale NAWIgation von Inklusion. Edition Fachdidaktiken. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-37198-2_2 Ajzen, I. (1991). The theory of planned behavior, Organizational Behavior and Human Decision Processes, Volume 50, Issue 2, Pages 179-211, ISSN 0749-5978, https://doi.org/10.1016/0749-5978(91)90020-T. Arnold, J., Kremer, K., & Mayer, J. (2017). Scaffolding beim Forschenden Lernen. Eine empirische Untersuchung zur Wirksamkeit von Lernunterstützungen. Zeitschrift für Didaktik der Naturwissenschaften, 23, 21–37. https://doi.org/10.1007/s40573-016-005 Bekel-Kastrup, H., Hamers, P., Kleinert, S. I., Haunhorst, D., & Wilde, M. (2020). Schüler*innen werten selbstständig ein Experiment zur Bestimmung der Zellsaftkonzentration (Osmose) aus: Binnendifferenzierung im naturwissenschaftlichen Unterricht durch den Einsatz gestufter Lernhilfen. Die Materialwerkstatt. Zeitschrift für Konzepte Und Arbeitsmaterialien für Lehrer*innenbildung Und Unterricht., 2(1), 9–16. https://doi.org/10.4119/dimawe-3283 Franke-Braun, G., Schmidt-Weigand, F., Stäudel, L., & Wodzinski, R. (2008). Aufgaben mit gestuften Lernhilfen – ein besonderes Aufgabenformat zur kognitiven Aktivierung der Schülerinnen und Schüler und zur Intensivierung der sachbezogenen Kommunikation. In Kasseler Forschungsgruppe (Hrsg.), Lernumgebungen auf dem Prüfstand: Zwischenergebnisse aus den Forschungsprojekten (S. 27–42). Kassel: Kassel University Press Großmann, N., &Wilde, M. (2019) Experimentation in biology lessons: guided discovery through incremental scaffolds, International Journal of Science Education, 41:6, 759-781, doi: 10.1080/09500693.2019.1579392 iMooX-Homepage (https://imoox.at/mooc/, retrieved 30.01.2024) Kalyuga, S. (2013). Effects of learner prior knowledge and working memory limitations on multimedia learning. Procedia—Social and Behavioral Sciences, 83, 25–29. https://doi.org/10.1016/j.sbspro. 2013.06.00 Lipowsky, F., & Rzejak, D. (2021). Fortbildungen für Lehrpersonen wirksam gestalten. Ein praxisorientierter und forschungsgestützter Leitfaden. Bertelsmann Stiftung. 10.11586/2020080 Stäudel, L., Franke-Braun, G., &Schmidt-Weigand, F. (2007). Komplexität erhalten - auch in heterogenen Lerngruppen: Aufgaben mit gestuften Lernhilfen. CHEMKON, 14: 115-122. https://doi.org/10.1002/ckon.200710058 Stiller, C., & Wilde, M. (2021). Einfluss gestufter Lernhilfen als Unterstützungsmaßnahme beim Experimentieren auf den Lernerfolg im Biologieunterricht. Zeitschrift für Erziehungswissenschaft, 24(3), 743–763. 10.1007/s11618-021-01017-4 Stinken-Rösner, Lisa; Weidenhiller, Patrizia; Nerdel, Claudia; Weck, Hannah; Kastaun, Marit; Meier, Monique (2023). Inklusives Experimentieren im naturwissenschaftlichen Unterricht digital unterstützen - InInklusion digital! Chancen und Herausforderungen inklusiver Bildung im Kontext von Digitalisierung. Bad Heilbrunn: Verlag Julius Klinkhardt 2023, S. 152-167 - URN: urn:nbn:de:0111-pedocs-263095 - DOI: 10.25656/01:26309; 10.35468/5990-11 Zinn, B., Brändle, M., Pletz, C. & Schaal, S. (2022). Wie schätzen Lehramtsstudierende ihre digitali-sierungsbezogenen Kompetenzen ein? Eine hochschul- und fächerübergreifende Studie. die hochschullehre, Jahrgang 8/2022. DOI: 10.3278/HSL2211W. Online unter: wbv.de/die-hochschullehre
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