Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6580
Title: Pre-Service Teachers’ Diagnostic Argumentation: What is the Role of Conceptual Knowledge and Cross-Domain Epistemic Activities?
Authors: Bauer, Elisabeth
Sailer, Michael
Kiesewetter, Jan
Shaffer, David Williamson
Schulz, Claudia
Pfeiffer, Jonas
Gurevych, Iryna
Fischer, Martin R.
Fischer, Frank
Keywords: Teaching and Teacher Learning
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Bauer, E., Sailer, M., Kiesewetter, J., Shaffer, D. W., Schulz, C., Pfeiffer, J., Gurevych, I., Fischer, M. R., & Fischer, F. (2020). Pre-Service Teachers’ Diagnostic Argumentation: What is the Role of Conceptual Knowledge and Cross-Domain Epistemic Activities?. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2399-2400). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: We analyze pre-service teachers’ diagnostic argumentations in learning with simulated cases by exploring relations within and between the two dimensions of domain-specific conceptual knowledge and cross-domain epistemic activities. Using the method of ENA, we conclude that both dimensions are relevant in pre-service teachers’ diagnostic argumentation and hence in designing learning interventions for its facilitation. The results also suggest that conceptual knowledge better explains differences between accurately vs. inaccurately diagnosing pre-service teachers compared to the dimension of epistemic activities.
URI: https://doi.dx.org/10.22318/icls2020.2399
https://repository.isls.org//handle/1/6580
Appears in Collections:ICLS 2020

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