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|Title:||Using Simulations to Foster Pre-Service Teachers’ Diagnostic Competences: What Aspect of Authenticity Matters?|
|Authors:||Pickal, Amadeus J.|
Neuhaus, Birgit J.
|Publisher:||International Society of the Learning Sciences|
|Citation:||Pickal, A. J., Engelmann, K., Girwidz, R., Neuhaus, B. J., & Wecker, C. (2022). Using simulations to foster pre-service teachers’ diagnostic competences: What aspect of authenticity matters?. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 1353-1356). International Society of the Learning Sciences.|
|Abstract:||Prior research is somehow divided about the importance of authenticity in simulation-based learning, but in simulations designed for fostering diagnostic competences, there seems to be no general relationship between authenticity and diagnostic competences. In the present study, we investigated perceived authenticity and its role for learners’ diagnostic accuracy in a simulation that was designed to foster pre-service teachers’ diagnostic competences. Pre-service teachers completed the video-based simulation and composed a written diagnosis of a student’s scientific reasoning skills before rating the authenticity of the simulation on three dimensions (realness, involvement and spatial presence). The results showed that the simulation was perceived as authentic – except for spatial presence – and that only the relation of involvement to diagnostic accuracy was statistically significant. This is partly in conflict with previous findings and suggests that the design of simulations for fostering pre-service teachers’ diagnostic competences should focus more on involvement rather than on realness.|
|Appears in Collections:||ISLS Annual Meeting 2022|
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