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<p>Good adaptive explanations have a&#xa0;positive effect on students’ learning. Previous studies have investigated the quality of explanations using simulated expert-novice dialogues. Desiderata exist in the transferability of previous findings to classroom settings and in the promotion of adaptive explanatory competence within the framework of the RCM (Refined Consensus Model). This study aims to develop an university seminar to promote adaptive explanation and reflection skills. As reflection can be triggered both by one’s actions and by observed actions, a&#xa0;comparison group design with three measurement points is also used to investigate whether the observation of teaching explanations and the number of cycles (plan, teach, reflect) influence the increase in adaptive explanation skills about planning and action. To this end, students plan, hold, and reflect on explanations and explain adaptively either three times (explainer-3×), twice (explainer-2×), or never (observer). Significant learning gains can be observed in sub-facets such as adaptivity (planning and action). The results show that reflecting on adaptive explanations can promote adaptive explanatory competence in planning in individual subcategories. There are also correlations between the facets of the ePCK (plan and reflect).</p>

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Förderung der adaptiven Erklärkompetenz angehender Chemielehrkräfte durch Reflexion videografierter adaptiver Erklärhandlungen

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年6月30日

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  • Stefanie Reimer,
  • Oliver Tepner

摘要

Good adaptive explanations have a positive effect on students’ learning. Previous studies have investigated the quality of explanations using simulated expert-novice dialogues. Desiderata exist in the transferability of previous findings to classroom settings and in the promotion of adaptive explanatory competence within the framework of the RCM (Refined Consensus Model). This study aims to develop an university seminar to promote adaptive explanation and reflection skills. As reflection can be triggered both by one’s actions and by observed actions, a comparison group design with three measurement points is also used to investigate whether the observation of teaching explanations and the number of cycles (plan, teach, reflect) influence the increase in adaptive explanation skills about planning and action. To this end, students plan, hold, and reflect on explanations and explain adaptively either three times (explainer-3×), twice (explainer-2×), or never (observer). Significant learning gains can be observed in sub-facets such as adaptivity (planning and action). The results show that reflecting on adaptive explanations can promote adaptive explanatory competence in planning in individual subcategories. There are also correlations between the facets of the ePCK (plan and reflect).