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Cooperative Graduate School Pro|Mat|Nat

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Kooperatives Promotionskolleg Pro|Mat|Nat English Version

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Projects
The graduate school Pro|Mat|Nat (Pdagogische Professionalitt in Mathematik und
Naturw issenschaften) is funded by the Ministry of Science, Research and the Arts in BadenW uerttemberg. W ithin the graduate school ten partial projects offer opportunities for graduates to follow
up their academic studies w ith a doctorate. These are the subprojects:

Project A1:
Differences in epistemic judgments of German primary and secondary school biology teachers
Abstract
The research project empirically investigates and compares the understanding of science of
biology teachers in different German primary and secondary school types (Grundschule,
Hauptschule, Realschule & Gymnasium). The primary focus of research is their epistemological
judgments. Epistemological judgments of teachers and students justify their assumptions and
beliefs about the nature of know ledge and the process of acquiring know ledge. Numerous studies
proof, that sophisticated epistemic judgments are in line w ith appropriate learning processes and
better learning results
Doctoral Candidate: Tim Kramer
Supervisiors: Prof. Dr. Elmar Stahl, Prof. Dr. W erner Rie
Project A2:
Empirical Study on Pragmatic Science Concepts and Instruction Methods of Physics Teachers
Abstract
The aim of this study is tw ofold. In the first, different pragmatic concepts of physics in research
and education are assessed by means of a descriptive categorical system. This system w as
developed w ithin an exploratory interview survey amongst 20 German physics teachers. As a first
result, the pragmatic concepts of physics accrue from educational research and a philosophy of
science background as a four-dimensional category system. The other aim is to research teachers'
techniques about learning and teaching by mapping out adopted methods of instruction.
Again, explorative interview survey w as the initial starting point for gaining a four-dimensional
descriptive category system. Based on the current results, the main survey aims to lift complex
structures and interdependencies from pragmatic concepts of physics and methods of instruction.
Doctoral Candidate:Lydia Schulze Heuling
Supervisiors: Prof. Dr. Silke Mikelskis-Seifert, Prof. Dr. Matthias Nckles
Project A4:
Epistemological beliefs of early childhood teachers about domain-specific and cross-domain
know ledge and their relationship to professional action
Abstract
The quality of educational processes in early childhood education institutions has become
increasingly important in education policy and scientific debate (Fthenakis, 2003; OECD 2004). The
professionalization of early childhood teachers is seen as an important parameter in influencing
the implementation of childhood education processes to ensure the quality of educational and
social responsibilities in nursery school. Epistemological beliefs are individual perceptions of w hat
characterizes know ledge, how know ledge is created, and how certain know ledge is (Hofer, 1997).
They have also been found to be an important aspect of competence in teaching-learning
processes (Hofer & Pintrich, 1997, 2001). There is a lack of know ledge about the structure of
epistemological beliefs of early childhood professionals and the influence of those beliefs to
educational acting. In this project, the domain-specific (here pedagogy and science) and crossdomain epistemological beliefs of early childhood teachers are considered as a competence aspect
of professional know ledge. These beliefs w ill be examined in the context of professional action in
early childhood education.
Doctoral Candidate: Magdalena Plger-W erner
Supervisiors: Prof. Dr. Christoph Mischo, Prof. Dr. Gerald W ittmann
Project B1:
Facilitation of teachers diagnostic competencies w ith respect to the concept of function
Abstract
In the current debate about teacher professionalization, diagnostic competencies represent one of
the central components of a teacher's pedagogical content know ledge (Shulman, 1986).
Diagnostic competencies comprise the ability to assess student achievement and the diagnostic
potential of tasks. In the last decade, studies have show n differences in teachers' diagnostic
competencies across various school types (Karing, 2009) and dealt w ith the facilitation of
diagnostic competencies in particular subject areas. How ever, one can notice deficiencies in the
assessment of a student's solution and the estimation of a task's diagnostic potential (Schw arz,
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assessment of a student's solution and the estimation of a task's diagnostic potential (Schw arz,
W issmach, & Kaiser, 2008; Fischer & Sjuts, 2010; Klug, 2012).
This study analyzes diagnostic competence of mathematics teachers pertaining to the concept of
function as an important aspect of the mathematics curriculum in Germany (KMK Standards, 2003).
In the course of this study, an intervention w ill be developed and implemented. To evaluate the
effectiveness of this training an online test and assessment tool w ill be generated.
Doctoral Candidate: Julia Teller
Supervisiors: Prof. Dr. Brbel Barzel, Prof. Dr. Markus W irtz, Prof. Dr. Timo Leuders
Project B2:
Promoting system thinking in sustainable and biological areas
Abstract
System thinking is an essential key to handling complex natural scientific, economical and
sociocultural questions w hich is especially important in the environment of "Education for
Sustainable Development" (ESD).
In prior studies the main focus w as on promoting the system thinking skills of students. The
present study goes one step further: its aim is to investigate the effectiveness of a teacher
training course in promoting students' system thinking.
Doctoral Candidate: Stefan Streiling
Supervisiors: Prof. Dr. W erner Rie, Prof. Dr. Elmar Stahl
Project B3:
The influence of math-language gender stereotypes on teachers' behavior in class
Abstract
Girls tend to have more negative attitudes, self-concepts and anxieties tow ards math than boys
(Gunderson, Ramirez, Levine & Beilock, 2011). Accordingly, few er w omen enter math-intensive
fields for their career. One important environmental factor influencing math attitudes are the
teachers. Previous w ork has show n that teachers' gender stereotypes influence their attitudes
and expectations tow ards boys and girls, w hich in turn impacts their students' achievement and
interests (Eccles & Jacobs, 1986; Jacobs, 2005). It is not clear through exactly w hich behavioral
mechanisms teachers' ow n attitudes influence student attitudes and achievement. In this project,
w e plan to examine how gender stereotypes as w ell as essentialist beliefs, w hich are discussed
as being one of the central cognitive biases underlying stereotypes, impact teachers' behavior in
class. Moreover, w e intend to investigate how the subjective feeling of being informed influences
judgmental decisions, since it has been suggested that schematic influences are especially strong
w hen being solely under the impression of having received judgment-relevant information (Eyssel
& Bohner, 2011).
Doctoral Candidate: Mirjam Nrnberger
Supervisiors: Prof. Dr. Josef Nerb, Prof. Dr. Hans Spada
Project C1:
How to estimate task-difficulty appropriately in the domain of functional thinking
Abstract
In adaptive teaching, teachers must be able to take the students' learning abilities into account.
In this sense, a key facet of subject-specific pedagogical skills is the ability to assume the
student's perspective. Through numerous empirical studies in educational research, the "Expert
Blind Spot" has been confirmed. This means that teachers tend to make misestimations concerning
the difficulty of a given task. The planned intervention study w ill investigate w hether and to w hat
extent improvements can be made concerning teachers' estimations of task difficulty in the domain
of functional thinking. One part of the intervention gives instructions of didactic know ledge about
difficulty-creating task characteristics. The other part of the intervention supports teachers in
different w ays of reflecting on the tasks. Tasks especially prone to misestimations are first
determined in a preliminary study, and then analyzed in terms of typical understanding barriers.
Additionally, the study examines how tendencies to miscalculate depend on the level of
mathematical know ledge and pedagogical content know ledge.
Doctoral Candidate: Andreas Ostermann
Supervisiors: Prof. Dr. Timo Leuders, Prof. Dr. Matthias Nckles, Prof. Dr. Lars Holzpfel
Project C1a:
Diagnostic competences of mathematics teachers - w hat kinds of know ledge do teachers use in
their assessment?
Abstract
Diagnostic competences of teachers are important for students learning success. One aspect of
diagnostic competences has been found in recent studies: the accordance of diagnostic findings of
teachers to actual achievements by students. How ever, there is little empirical evidence for
cognitive processes, especially for teachers in diagnostic situations and for the know ledge they
need for it.
The main research objective is to identify facets of subject-based diagnostic competences. This w ill
be based on analyses of theoretical and empirical findings. Here the focus is on mathematics. In
addition to formal theory-based diagnostic tests in school, there are also informal diagnostic
situations w hich influence instruction and therefore learning success. Such diagnostic situations
occur in mathematics for example w hen dealing w ith tasks. Tw o different diagnostic situations can
be found there: assessment of tasks and evaluation of students solutions. So this research
project focuses on the w ay teachers make assessments and on w hat kinds of know ledge they use
to do so.
Post-Doc: Dr. Kathleen Philipp
Supervisiors: Prof. Dr. Timo Leuders, Prof. Dr. Matthias Nckles
Project C1b:
How can teachers know w hat students know ? - Supporting preservice teachers in adopting
interactional strategies that allow for effective and efficient online diagnosis in one-to-one tutorial
dialogues
Abstract
Assessing students' learning processes and learning outcomes is one of the most important skills
involved in teaching. Teachers need to be aw are of students' know ledge to assess potential
students' know ledge gaps. How ever, studies have revealed significant deficits in pre-service
teacher tutors' and teacher tutors' diagnostic competences, even in one-on-one tutoring
dialogues. One reason for inaccurate assessment might be that teachers use their expert
know ledge as a basis for teaching and thus make false assumptions about the student's
know ledge (expert blind spot). Alternatively, teachers might be strongly engaging in explaining
and instructing, so that insufficient capacity remains for correct diagnoses (cognitive load).
Teachers might also perceive the diagnosis of learning processes as being unimportant. Based on
these considerations, a first study w ill explore w hich categorical patterns teachers use to interpret
dialogues betw een teachers and students regarding diagnostically relevant interactional
strategies. The findings of this study w ill be elaborated in a training for diagnostic competences,
w hich w ill then be evaluated in a subsequent study.
Doctoral Candidate: Anna Gast
Supervisiors: Prof. Dr. Matthias Nckles, Prof. Dr. W erner Rie
Project C2:
Modifying the View s on Science of Pre-Service Teachers by a "Learning by Design"-Approach
Abstract
An increasing number of empirical findings indicate relationships betw een epistemological beliefs of
teachers (e.g. their assumptions about the nature of know ledge and the nature of learning and
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teachers (e.g. their assumptions about the nature of know ledge and the nature of learning and
their teaching methods), the teaching environment and the learning processes and learning
outcomes of students. The subject of the research focuses on an adequate investigation of
epistemological judgments and view s on the nature of science and how they interact. Another
main interest is the modification of those view s and beliefs. These considerations w ill be
transferred to a "Learning by Design" approach. The intent of Learning by Design is for students
to acquire profound know ledge in the active designing process of media products. In the context
of epistemological beliefs and judgments, besides acquiring content know ledge, Learning by
Design has the main aim of modifying the view s on the nature of science in terms of
professionalization of future teachers. These modifications w ill be explored in the main study.
Doctoral Candidate: Bernd Schssele
Supervisiors: Prof. Dr. Elmar Stahl, Prof. Dr. Mikelskis-Seifert
Project C3:
W hen pedagogical know ledge is supposed to stand in for pedagogical content know ledge: The
relationship of pedagogical know ledge and pedagogical content know ledge using the example of
multiple external representations
Abstract
The action of teaching is seen as a complex interaction betw een multiple know ledge domains.
Beside general pedagogical know ledge (pk) and content know ledge (ck), teachers possess as a
third category the pedagogical content know ledge (pck), w hich is understood as a merger of the
former tw o. Based on this know ledge, teachers design their everyday teaching at school. Since
there is no pck available in unfamiliar teaching areas and therefore decisions cannot be draw n
from it, the question arises of w hether teachers are able to rely on pk. Can pk actually be applied
even though it is mostly taught separately from subject-related content in university? The present
study investigates the relationship of pck and pk on student teachers. Even though this
relationship is relevant for teacher education, a number of open questions remain in current
research. Further subjects of interest highlight the influence of previous know ledge, w orking
memory and processing depth.
Doctoral Candidate: Nora Harr
Supervisiors: Prof. Dr. Alexander Renkl, Prof. Dr. Andreas Eichler
Project C4:
Acquirement of pedagogical know ledge and pedagogical content know ledge about strategies
through providing a generalized, categorical scheme as a structuring framew ork
Abstract
Know ledge in pieces, incoherent, unsystematic, and often non-normative know ledge may limit the
effectiveness of professional training interventions. Providing a generalized, categorial scheme as
a structuring framew ork could help learners learn more from a demanding training intervention.
Findings supporting this w ere found by Slotta and Chi (2006) in studying physics. In a first
experiment, 45 student teachers w orked w ith a program addressing the assessment of learning
strategies. Before undergoing the training intervention, the framew ork group received a
generalized, categorial scheme providing them w ith an idea of how to distinguish strategies. This
could be used as a framew ork for organizing their know ledge. The control group received
comparable pre-training intervention providing scattered factual information but no framew ork. W e
found that both groups achieved about equal learning outcome (descriptively better outcomes for
the framew ork group). How ever, the categorial pre-training intervention increased the level of
motivation and reduced the learning time in the tutorial significantly. Hence, the pre-training
intervention led to more efficient learning. W e presume that an improved intervention could yield
increased effects. Overall, the study indicates w hich methods can be used to help overcome the
barrier of "incompatible know ledge" and thus to optimize training intervention effects.
Doctoral Candidate: Andrea Ohst
Supervisiors: Prof. Dr. Alexander Renkl, Prof. Dr. Matthias Nckles, Prof. Dr. W erner Rie
Project C5:
Collaborative problem solving in mathematics: W hat do teachers know about the quality of
collaboration and how can their know ledge be further improved?
Abstract
Collaborative learning is a w ell-researched instructional approach that is highly effective and often
superior to individual learning. How ever, this advantage depends on designing the collaboration
carefully, considering factors such as group size, group composition, students' prior know ledge,
and learning goals. These factors influence how the groups w ill interact, such as giving and
receiving tailored explanations, w hich in the end determines the fruitfulness of the collaboration.
Teachers need to be aw are of these factors and processes in order to facilitate collaboration
successfully.
W e aim to (1) develop a model describing teachers' competencies required for Implementing
Collaborative Learning in Mathematics (ICLM), to design (2) corresponding instruments for
measuring ICLM competencies, and to design (3) a training for pre- and in-service student
teachers in mathematics to increase them. The model draw s on state of the art research to inform
three major components of teachers' ICLM competencies: planning collaborative situations,
monitoring students' interactions, and supporting beneficial collaborative behaviors.
Doctoral Candidate: Celia Kndler und Michael W iedmann
Supervisiors: Prof. Dr. Hans Spada, Prof. Dr. Timo Leuders

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