Learning to Diagnose with Simulations : : Examples from Teacher Education and Medical Education.

• Author: Fischer, Frank.
• TeilnehmendeR: Opitz, Ansgar.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2022.; ©2022.
• Year of Publication: 2022
• Edition: 1st ed.
• Language: English
• Physical Description: 1 online resource (156 pages)

Table of 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.