Presenters
Julia Wiedmann: Development of multi-perspective pedagogical content knowledge of pre-service primary social and science education teachers during a practical semester
Sonja Dieterich: Should we talk explicitly about student misconceptions in lessons? – Use of Erroneous or Contrasting-Erroneous Examples to foster the conceptual understanding in chemistry
Julia Wiedmann: Development of multi-perspective pedagogical content knowledge of pre-service primary social and science education teachers during a practical semester
The dissertation examined how pre-service primary social and science education (PSSE) teachers develop pedagogical content knowledge (PCK) during a practical semester. It traced the development of multi-perspective PCK, identified influencing factors, and derived implications for professionalization in both university-based and school-based teacher education.
A vignette-based pre-post-test was developed using authentic classroom scenarios that prompt students to formulate action recommendations related to curriculum knowledge, student conceptions, and instructional strategies. Qualitative responses were scored and complemented by problem-centered interviews.
Findings show that pre-service PSSE-teachers can recognize heterogeneous learning prerequisites before entering their practical semester but struggle to translate these insights into concrete instructional decisions. Multi-perspective PCK can be modeled along four dimensions: curriculum reference, learning goals, student conceptions, and instructional strategies. It develops over the course of the practical phase, supported by learning opportunities such as lesson preparation and planning as well as classroom observation. Furthermore, three levels of multi-perspective PCK development were quantitatively identified and qualitatively described. The descriptions of the PCK acquisition refer to the four PCK facets and serve as a framework for targeted professional development.
The results suggest that these areas should be systematically prepared at the university level and actively supported in school practice. Overall, the presentation offers insights into PCK development during the practical semester
Sonja Dieterich: Should we talk explicitly about student misconceptions in lessons? – Use of Erroneous or Contrasting-Erroneous Examples to foster the conceptual understanding in chemistry
Due to complex concepts such as chemical bonding, chemistry is susceptible to student misconceptions, which may inhibit the learning process. Knowledge of errors can be conducive to learning if they are explicitly instructed in the form of erroneous examples (ErrEx). ErrEx are step-by-step instructions of typical misconceptions with the goal to avoid them in future tasks.
Our systematic literature review on ErrEx indicates beneficial effects of ErrEx and contrasting erroneous examples (Con-ErrEx) in math and medicine, however, there is contradictory evidence concerning the influence of cognitive load (CL) and prior knowledge (PK), and only few studies in chemistry.
Study 1 investigated the effectiveness of different example types for learning and CL based on PK. The intervention based either on CorrEx, ErrEx, or Con-ErrEx, using the content of ionic bonding in German high schools (N= 183 students). Study 2 (N= 338) focused on student statements of misconceptions during the intervention, and, furthermore, investigated the long-term learning effects of (contrasting) erroneous examples.
Results of study 1 show significant learning gains for Con-ErrEx compared to CorrEx. During the intervention, Con-ErrEx are beneficial for managing CL and performing better in transfer tasks for low PK students. Preliminary results of study 2 show that student misconceptions can be reduced for a short time during the intervention. From intervention to posttest, student expressed more misconception again but less than before the intervention.
In chemistry education, embedding errors into learning material should be expanded. Particularly, Con-ErrEx appear to be a useful and effective approach to learn from errors and build deeper understanding. When lessons address student misconceptions explicitly, this can be a powerful starting point for learning. At the same time, teachers should keep in mind that misconceptions are often rooted in stable cognitive structures and may require repeated interventions and multiple learning opportunities.
The presentation will provide an overview of the PhD project, summarize findings from the systematic literature review and both intervention studies, and invite discussion on how errors can be used as a productive learning approach in chemistry lessons.
Where
Huygensbuilding, HG02.053
