Dealing with student errors is a central feature of instructional quality. Teachers’ reactions to a student’s error and classmates’ errors can be crucial to the success of a lesson. A teacher should respond appropriately in terms of motivational and learning-related issues so that the error can become a learning opportunity for students. Currently, error situations have rarely been directly recorded and explored in empirical zstudies. This gap is the central focus of the current study in which we investigated errors in biology instruction within a cross-sectional design where biology lessons in German secondary schools were videotaped, teachers’ dealings with errors analyzed, and student achievement documented with pretests and posttests. The study found that constructively dealing with student errors had a significant positive effect on student achievement at the class level. Results confirmed the relevance of teachers’ appropriate dealing with student errors on learning in biology instruction.

处理学生的错误是教学质量的中心特征。老师对学生的错误和同学的错误的反应对于课程成功与否至关重要。老师应该在动机和学习相关问题上做出适当的回应，这样错误就可以成为学生的学习机会。目前，很少有经验情况下直接记录和探讨错误情况。这个差距是当前研究的重点，在这一研究中，我们在横断面设计中调查了生物学教学中的错误，其中对德国中学的生物学课程进行了录像，教师对错误的处理方式进行了分析，并用前测和后测记录了学生的成绩。研究发现，建设性地处理学生的错误对班级学生的学习成绩有显着的积极影响。结果证实了教师适当处理学生在生物学教学中学习中的错误的相关性。