ABSTRACT

Science teachers should be able to notice student preconceptions in order to adapt instructions to their students’ needs and support the learning process. Noticing as a core practice of teaching should thus be implemented early in science teacher education. A crucial prerequisite for noticing is knowledge about students’ preconceptions, which is an important element of science teachers’ pedagogical content knowledge. To enhance pre-service teachers’ pedagogical content knowledge, flipped classroom approaches seem especially promising as they combine a theoretical introduction to important didactic concepts with a direct application of these concepts in profession-oriented learning tasks. Furthermore, flipped classrooms seem to satisfy the three basic personal needs of experience in competence, social relatedness, and autonomy according to the self-determination theory of motivation, thus enhancing learning. This intervention study investigates the effect of a course on physics didactics designed according to the flipped classroom approach on pre-service teachers’ (N = 87) learning to notice student preconceptions. Specifically, we analyzed how pre-service teachers’ perception of competence, social relatedness, and autonomy during course participation related to their noticing abilities. We found a significant increase (d = 0.40) in PSTs’ noticing abilities, operationalized as absolute number of recognized preconceptions between pre- and posttest. However, this increase was not mediated by PSTs’ perception of competence, social relatedness, and autonomy.

摘要

科学教师应该能够注意到学生的先入之见，以便根据学生的需求调整教学并支持学习过程。因此，在科学教师教育中应尽早实施注意作为教学的核心实践。注意的一个重要前提是对学生先入为主的知识，这是科学教师教学内容知识的重要组成部分。为了提高职前教师的教学内容知识，翻转课堂方法似乎特别有前途，因为它们将重要教学概念的理论介绍与这些概念在面向专业的学习任务中的直接应用相结合。此外，翻转课堂似乎满足了三个基本的个人需求，即能力体验、社会关系、根据动机的自决理论和自主性，从而增强学习。这项干预研究调查了根据翻转课堂方法设计的物理教学课程对职前教师的影响（N = 87) 学习注意学生的先入之见。具体而言，我们分析了职前教师在课程参与期间对能力、社会关联性和自主性的感知与他们的注意能力之间的关系。我们发现 PST 的注意能力显着增加 ( d = 0.40)，可操作为在测试前和测试后之间公认的先入为主的绝对数量。然而，这种增加并不是由 PST 对能力、社会关联性和自主性的感知所介导的。