Forschend lehren lernen

Durch die Umgestaltung des biologiedidaktischen Mastermoduls wird die Vernetzung theoretischer und praktischer Ausbildungsinhalte gestärkt. Die Studierenden entwickeln dabei innovative Unterrichtsmodule, führen diese durch und erforschen deren Lernwirksamkeit in selbstkonzipierten Forschungsprojekten.

Großschedl_Forschend_Lehren_lernen

Prof. Julia Schwanewedel, Dr. Jörg Großschedl und Dr. Birgit Heyduck, IPN/Sektion Biologie

Mehr erfahren Sie im ausführlichen Blog-Beitrag Lehramtsstudierende als Entwickler und Forscher

3 Gedanken zu „Forschend lehren lernen

  1. Ergänzung:
    Es handelt sich um den zweiten Teil (Übung) des biologiedidaktischen Mastermoduls IPN-biol-FD3.2b (500025): Naturwissenschaftliche Denk- und Arbeitsweisen im Biologieunterricht (Übung)

  2. Learning research-based teaching in biology

    Introduction

    Theoretical and practical components are often poorly linked in teacher training. By redesigning a master module in biology education the project aims at promoting the interplay of theoretical (declarative) and practical (procedural) training contents as well as the interplay of knowledge on biology, biology education and (educational) research in teacher training. The project is intended as an explorative pilot project in which prospective biology teachers (teacher students) develop innovative learning modules, conduct these modules with school classes and empirically investigate the effectiveness on students’ learning in small research projects. In a concluding phase the empirical results are discussed and reflected in relation to the intended learning goals.

    Aims

    Teacher training intends to develop the professional competences that are necessary for the conceptualization of high-quality teaching. It is understood that this professional competences derive from the interplay of specific declarative and procedural knowledge. The project addresses this issue by giving prospective teachers the possibility to plan, implement and empirically evaluate biological learning modules. Thus the project aims at systematically linking theoretical, declarative knowledge with concrete educational application situations. Furthermore the teacher students should acquire and apply knowledge about biology (e.g. genetic engineering methods), biology education (e.g. developing experimental competences of students) and educational research (e.g. developing a questionnaire to test students’ content knowledge) in a strongly networked way. By doing own research projects (e.g. developing test instruments, analyzing data, interpreting data) the teacher students should be enabled to understand, discuss and reflect on results of empirical research and to learn to consider these results when planning own lessons. A further aim of the project is to test the effectiveness of the learning modules in small experimental studies with participating school classes.

    Method

    At the (prospective) teacher level the experiences and attitudes of the participating teacher students’ (N= 47) are collected via a questionnaire. At the school class level the effectiveness of the developed learning modules is investigated in small experimental studies. Here a focus lies on the effect of content-focused cognitive prompts that help learners to apply the POE strategy on biological content knowledge.

    Results

    Currently five learning modules on the topic of nutrition and genetics for students from 11th and 12th grade have been designed. Additionally two empirical instruments were developed. The first one is a task-based instrument (21 test items) to determine students’ knowledge on genetics and the application of genetic engineering methods. The second one comprises content-focused cognitive prompts that help learners to apply the POE Strategy, a very common strategy in science and a promoted strategy for science education.

    Discussion and prospects

    In a further step the five learning modules will be tested in a school class (grade 12) from a Kieler grammar school. The class will be randomly divided into two subgroups: one getting the content-focused cognitive prompts, the other group running through the modules without using prompts. Analyses of pre- and post-test data (task-based instrument on content knowledge) should shed light on the effectiveness of the developed prompts. Furthermore with the survey of the participating teacher students’ experiences and attitudes results on the (prospective) teacher level can be reported in the future.

    The overall results of this pilot project will be used to implement new approaches in the biological teacher training courses, to systematically develop research-based teaching materials on innovative biological topics, and to extend joint research questions on the students as well as the (prospective) teacher level.

    IPN Research Group: Jörg Großschedl, Birgit Heyduck, Julia Schwanewedel

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