Learning to Diagnose with Simulations : : Examples from Teacher Education and Medical Education.
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Place / Publishing House: | Cham : : Springer International Publishing AG,, 2022. ©2022. |
Year of Publication: | 2022 |
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Language: | English |
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Fischer, Frank. Learning to Diagnose with Simulations : Examples from Teacher Education and Medical Education. 1st ed. Cham : Springer International Publishing AG, 2022. ©2022. 1 online resource (156 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier 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. 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. 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. Description based on publisher supplied metadata and other sources. Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. Electronic books. Opitz, Ansgar. Print version: Fischer, Frank Learning to Diagnose with Simulations Cham : Springer International Publishing AG,c2022 9783030891466 ProQuest (Firm) https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=6887180 Click to View |
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English |
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Fischer, Frank. |
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Fischer, Frank. Learning to Diagnose with Simulations : Examples from Teacher Education and Medical Education. 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. 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. 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. |
author_facet |
Fischer, Frank. Opitz, Ansgar. |
author_variant |
f f ff |
author2 |
Opitz, Ansgar. |
author2_variant |
a o ao |
author2_role |
TeilnehmendeR |
author_sort |
Fischer, Frank. |
title |
Learning to Diagnose with Simulations : Examples from Teacher Education and Medical Education. |
title_sub |
Examples from Teacher Education and Medical Education. |
title_full |
Learning to Diagnose with Simulations : Examples from Teacher Education and Medical Education. |
title_fullStr |
Learning to Diagnose with Simulations : Examples from Teacher Education and Medical Education. |
title_full_unstemmed |
Learning to Diagnose with Simulations : Examples from Teacher Education and Medical Education. |
title_auth |
Learning to Diagnose with Simulations : Examples from Teacher Education and Medical Education. |
title_new |
Learning to Diagnose with Simulations : |
title_sort |
learning to diagnose with simulations : examples from teacher education and medical education. |
publisher |
Springer International Publishing AG, |
publishDate |
2022 |
physical |
1 online resource (156 pages) |
edition |
1st ed. |
contents |
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. 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. 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. |
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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.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">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.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">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.</subfield></datafield><datafield tag="588" ind1=" " ind2=" "><subfield code="a">Description based on publisher supplied metadata and other sources.</subfield></datafield><datafield tag="590" ind1=" " ind2=" "><subfield code="a">Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. </subfield></datafield><datafield tag="655" ind1=" " ind2="4"><subfield code="a">Electronic books.</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Opitz, Ansgar.</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Print version:</subfield><subfield code="a">Fischer, Frank</subfield><subfield code="t">Learning to Diagnose with Simulations</subfield><subfield code="d">Cham : Springer International Publishing AG,c2022</subfield><subfield code="z">9783030891466</subfield></datafield><datafield tag="797" ind1="2" ind2=" "><subfield code="a">ProQuest (Firm)</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=6887180</subfield><subfield code="z">Click to View</subfield></datafield></record></collection> |