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0 (hodnocen0 x )

EB

ONLINE

Cham : Springer International Publishing AG, 2022

1 online resource (156 pages)

ISBN 9783030891473 (electronic bk.)

ISBN 9783030891466

Print version: Fischer, Frank Learning to Diagnose with Simulations Cham : Springer International Publishing AG,c2022 ISBN 9783030891466

Intro -- Contents -- Chapter 1: Learning to Diagnose with Simulations: Introduction -- References -- Chapter 2: A Theoretical Framework for Fostering Diagnostic Competences with Simulations in Higher Education -- 2.1 Theoretical Overview -- 2.1.1 Instructional Support in Facilitating Competences -- 2.1.2 Simulations in Medical and Teacher Education -- 2.2 Model Description -- 2.2.1 Professional Knowledge Base -- 2.2.2 Individual Learners Characteristics -- 2.2.3 Diagnostic Activities -- 2.2.4 Diagnostic Quality: Accuracy and Efficiency -- 2.2.5 Simulations as Instructional Method -- 2.2.6 Explicit Presentation of Information -- 2.2.7 Scaffolding -- 2.2.8 The Nature of the Diagnostic Situation -- 2.2.9 Domain -- 2.3 Evidence from a Meta-Analysis -- 2.4 Conclusions -- References -- Chapter 3: Learning to Diagnose Primary Students Mathematical Competence Levels and Misconceptions in Document-Based Simulati... -- 3.1 Diagnosing as a Key for Adaptive Teaching -- 3.2 Learning from Other Disciplines About Supporting Diagnostic Processes in Simulated Learning Environments -- 3.3 Diagnosing Based on Students Solutions -- 3.4 Supporting Diagnosing in a Simulated Environment -- 3.5 Development of the Simulated Environment -- 3.6 Operating Principle of the Environment -- 3.7 Preliminary Findings -- 3.8 Conclusion, Discussion, and Outlook -- References -- Chapter 4: Diagnosing Mathematical Argumentation Skills: A Video-Based Simulation for Pre-Service Teachers -- 4.1 Diagnosing Based on Student Observation -- 4.2 Simulation as a Model of Reality -- 4.3 Mathematical Argumentation Skills -- 4.4 Guiding Questions in Designing the Simulation -- 4.5 Conceptualization of the Scripted Videos -- 4.6 Design of the Simulation -- 4.7 Discussion and Outlook -- References.

10.3 Developing a Simulation to Investigate Collaborative Diagnostic Competences and Their Facilitation -- 10.4 The Simulation -- 10.5 Validation of the Simulation -- 10.6 Further Questions for Research -- 10.7 Conclusion -- References -- Chapter 11: Conclusions and Outlook: Toward more Systematic Research on the Use of Simulations in Higher Education -- 11.1 What Processes are Central for Generating Desired Learning Outcomes in Simulations Aimed at Diagnostic Competences? -- 11.2 How Can Learners in Simulations be Supported in Optimizing Learning Outcomes? -- 11.3 Which Variables Mediate or Moderate the Effects of Instructional Support? -- 11.4 How Can the Simulations be Adapted to Fit Learners Needs? -- 11.5 Overview of Future Contributions and their Potential Impact -- References -- Index.

Chapter 5: Diagnosing 6th Graders Understanding of Decimal Fractions: Fostering Mathematics Pre-Service Teachers Diagnostic ... -- 5.1 Introduction -- 5.1.1 Diagnosing Mathematical Understanding in Direct Teacher-Student Interaction -- 5.1.2 Role-Play-Based Simulations to Foster Diagnostic Competences -- 5.2 A Role-Play-Based Simulation of Diagnostic One-on-One Interviews -- 5.2.1 Selection of the Diagnostic Situation -- 5.2.2 Use Scenarios for the Simulation -- 5.2.3 Overview of the Simulation -- 5.2.4 Development of Simulation Materials -- 5.2.5 Training Actors to Play Standardized Students -- 5.2.6 Measures Derived from the Simulation -- 5.3 Ensuring a Suitable Approximation of Practice -- 5.4 Conclusions and Outlook -- References -- Chapter 6: Diagnosing the Instructional Quality of Biology Lessons Based on Staged Videos: Developing DiKoBi, A Video-Based Si... -- 6.1 Diagnosing in the Teaching Context -- 6.2 Theoretical Background -- 6.2.1 Teachers Professional Knowledge -- 6.2.2 Situation-Specific Skills for Diagnosing -- 6.2.3 Instructional Quality in Biology Lessons -- 6.2.4 Scaffolds for Facilitating Diagnostic Competences -- 6.3 Research Questions and Objectives -- 6.4 Video-Based Simulation -- 6.4.1 Development of Staged Videos -- 6.4.2 Use of Simulation and Diagnostic Process -- 6.4.3 Generating Data with DiKoBi -- 6.5 Validation of DiKoBi as a Measurement Instrument -- 6.6 Interdisciplinary Collaboration -- 6.7 Conclusion and Possible Applications -- References -- Chapter 7: Learning to Diagnose Secondary School Students Scientific Reasoning Skills in Physics and Biology: Video-Based Sim... -- 7.1 Scientific Reasoning as a Cross-Domain Skill -- 7.1.1 The Role of Teachers Diagnostic Competences for the Development of Learners Scientific Reasoning Skills -- 7.1.2 Collaborative Diagnosis of Scientific Reasoning Skills.

7.1.3 Simulations as a Learning Opportunity -- 7.1.4 Video-Based Simulations for Pre-Service Teachers Diagnosis of Students Scientific Reasoning Skills -- 7.1.5 Measuring Pre-Service Teachers Diagnostic Activities and the Quality of Their Diagnoses of Students Scientific Reasoni... -- 7.1.6 Research on (Support for) Pre-Service Teachers Diagnosis of Students Scientific Reasoning Skills in Video-Based Simula... -- References -- Chapter 8: Learning to Diagnose Students Behavioral, Developmental, and Learning Disorders in a Simulation-Based Learning Env... -- 8.1 Competence Goals in Higher Education -- 8.2 Teachers Diagnosing of Their Students Psychological Problems -- 8.3 Interdisciplinary Setting -- 8.4 Simulation Description -- 8.5 Feedback Description -- 8.6 Training of an NLP Algorithm -- 8.7 Outlook -- 8.8 Conclusion -- References -- Chapter 9: Live and Video Simulations of Medical History-Taking: Theoretical Background, Design, Development, and Validation o... -- 9.1 Introduction -- 9.2 Theoretical Background -- 9.2.1 Definition and Models of the Medical Interview -- 9.2.2 Diagnostic Competences in the Medical Interview -- 9.2.3 Simulation-Based Learning and Assessment of History-Taking -- 9.2.4 Design, Development and Validation Process Objectives and Research Questions -- 9.2.5 Simulation Design and Development -- 9.2.6 Test Design and Development -- 9.2.7 Cooperation with Other Projects -- 9.2.8 Validation Process -- 9.2.9 Conclusion Summary -- 9.2.10 Open Questions for Research -- References -- Chapter 10: Diagnosing Collaboratively: A Theoretical Model and a Simulation-Based Learning Environment -- 10.1 Introduction -- 10.2 Collaborative Diagnostic Competences -- 10.2.1 CDR Model: Collaborative Diagnostic Reasoning -- 10.2.2 The Development of Collaborative Diagnostic Reasoning.

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