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|Title:||Pre-Service Teachers’ Diagnostic Argumentation: What is the Role of Conceptual Knowledge and Cross-Domain Epistemic Activities?|
Shaffer, David Williamson
Fischer, Martin R.
|Keywords:||Teaching and Teacher Learning|
|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.|
|Appears in Collections:||ICLS 2020|
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