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<p>Engaging with external representations is a&#xa0;core component of science and technology lessons (see Leisen <CitationRef CitationID="CR41">1998</CitationRef>; Lesh und Doerr <CitationRef CitationID="CR42">2003</CitationRef>; Moore et&#xa0;al. <CitationRef CitationID="CR46">2013</CitationRef>). At the same time, however, learners find it challenging to use external representations when relevant information is to be retrieved from these representations, yet they do not understand their function or mode of operation (Ainsworth <CitationRef CitationID="CR2">1999</CitationRef>; Rau <CitationRef CitationID="CR50">2017</CitationRef>) and cannot grasp them on their own (Bowen und Roth <CitationRef CitationID="CR10">2002</CitationRef>). The results of various studies on the use of representations indicate that a&#xa0;differentiated consideration of prior knowledge is necessary. To make this possible, an analytical framework was developed to identify and categorize prior knowledge, which describes the domain-specific, content-related prior knowledge required for processing a&#xa0;representation as well as prior knowledge about the representation (Erlebach und Frank <CitationRef CitationID="CR20">2022</CitationRef>). With regard to content-related prior knowledge, this analytical framework explicitly differentiates between technical and scientific knowledge.</p><p>This paper describes the process necessary to validate the instrument. In this context, the results of an interrater procedure are reported, which was used to determine the necessary prior knowledge for engaging with representations in textbooks for vocational training in metal-related occupations. For individual categories of the analysis framework, substantial agreement was achieved, and for various domains, moderate to substantial agreement could be established. The results support the argument that the analysis process can be generalized. Further perspectives for application and development are presented and discussed.</p>

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Vorwissen als kognitive Anforderung für das Lernen mit externalen Repräsentationen. Validierung des Analyseprozesses von Darstellungen in Lehrbüchern metalltechnischer Ausbildungsberufe mithilfe eines Analyserasters

  • 期刊论文

  • 发表日期：

    2025年12月8日

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  • Ralf Erlebach,
  • Carolin Frank,
  • Johannes Naumann

摘要

Engaging with external representations is a core component of science and technology lessons (see Leisen 1998; Lesh und Doerr 2003; Moore et al. 2013). At the same time, however, learners find it challenging to use external representations when relevant information is to be retrieved from these representations, yet they do not understand their function or mode of operation (Ainsworth 1999; Rau 2017) and cannot grasp them on their own (Bowen und Roth 2002). The results of various studies on the use of representations indicate that a differentiated consideration of prior knowledge is necessary. To make this possible, an analytical framework was developed to identify and categorize prior knowledge, which describes the domain-specific, content-related prior knowledge required for processing a representation as well as prior knowledge about the representation (Erlebach und Frank 2022). With regard to content-related prior knowledge, this analytical framework explicitly differentiates between technical and scientific knowledge.

This paper describes the process necessary to validate the instrument. In this context, the results of an interrater procedure are reported, which was used to determine the necessary prior knowledge for engaging with representations in textbooks for vocational training in metal-related occupations. For individual categories of the analysis framework, substantial agreement was achieved, and for various domains, moderate to substantial agreement could be established. The results support the argument that the analysis process can be generalized. Further perspectives for application and development are presented and discussed.