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Gemeinsam haben die Geschäftsführung des IPN, der Personalrat sowie die Referentin für Diversität, Gleichstellung und Nachwuchsförderung eine Dienstvereinbarung ausgearbeitet, die sich umfangreich mit dem Thema „Awareness“ auseinandersetzt und die zum Jahresanfang in Kraft getreten ist.
ein, ein diskriminierungsfreier, sicherer und gewaltfreier Ort zu sein, an dem alle

Continuous professional development of science teachers is closely related to their ability to reflect on their science lessons. For teachers to effectively reflect on their lesson, they need opportunities to make meaningful teaching-related experiences and receive guiding feedback for their reflections during initial teacher education. A sensible means to provide reflection opportunities for teachers is through written reflection assignments. However, assessing written reflections is conceptually challenging and resource-intensive. Recent developments suggest that artificial intelligence (AI) might provide novel opportunities for science teacher education and assessing written reflections. Consequently, we investigate ways in which AI in the form of a large language model can be utilized in a specific science teacher training program. The potential of AI for the use in higher education have been highlighted in recent years. However, it is noted that large language models oftentimes are too generic to be useful in specific science teacher education contexts. To address this issue, we used a pre-trained large language model and fine-tuned it to provide individualized feedback for pre-service physics teachers’ written reflection and investigated to which degree contextual factors impact the classification accuracy. Our results show that the pre-trained language model allowed a sufficient classification and that the classification accuracy can be improved by context specification. Our study highlights opportunities and challenges when utilizing AI, in particular large language models, for reflective writing analytics in science education.
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The aim of this research was to enhance understanding of how students’ socioeconomic status (SES) relates to their information and communication technology (ICT) literacy in specific aspects. Although social disparities in ICT literacy have been subject of research for more than two decades, little is known about which family characteristics determine these and how these disparities are mediated. Therefore, first, the effects of multiple SES indicators (parents` educational level, occupational status of parents, cultural capital) on ICT literacy were examined. Based on scholarly cultural theory and recent research, it was expected that cultural capital (i.e., the number of books at home) would show a stronger correlation with ICT literacy compared to other SES factors. Second, ICT usage motives were investigated as mediators of the relationship between various SES indicators (i.e., cultural capital in particular) and ICT literacy. This gap was addressed by using data from a comprehensive study involving German 15-year-olds (N = 14,436) and analyzing both cross-sectional and longitudinal impacts on ICT literacy over three years. The results provide strong support for the hypothesized framework, i.e. they stress the importance of cultural capital as well as the role of ICT usage motives as mediating variables for the development of ICT literacy. Longitudinally, ICT usage motives could account for over a quarter (28%) of the cultural capital to ICT literacy association. Nevertheless, the findings point to open questions which primarily refer to processes of parental media socialization.
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Feedback is a promising intervention to foster students’ self-assessment accuracy (SAA), but the effect can vary depending on students‘ initial skill levels or prior performance. In particular, lower-performing students who are less accurate might benefit more from feedback in terms of SAA. To deepen our understanding, the present study investigated the mechanism and dependencies of feedback effects on SAA in the realm of large language models (LLMs). Within a randomized control experiment, we examined the effect of LLM-generated feedback on SAA by considering students’ initial performance and initial SAA as potential moderators. A sample of N = 459 upper secondary students wrote an argumentative essay in English as a foreign language and revised their text. After finishing their first draft (pretest) and revision (posttest) of the draft, students self-assessed their writing performance. Students in the experimental group received GPT-3.5-turbo-generated feedback on their first draft during their revision. In the control group, students could revise their text without feedback. Our results indicated no significant main effect of LLM-generated feedback on students’ SAA. Furthermore, we found a significant interaction effect between feedback and students‘ pretest SAA on SAA changes, indicating that lower-calibrated students improved their SAA with feedback more than students with similar pretest SAA and without feedback. Exploratory analyses revealed that students with higher pretest SAA did not improve their SAA with feedback and decreased their SAA. We discuss this nuanced evidence and draw implications for research and practice using LLM-generated feedback in education.
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Background Teacher professional vision describes how teachers perceive classroom events, interpret these events, and form decisions about next strategies. As indicators of visual expertise, noticing, and reasoning, analyses of think-aloud protocols can offer useful insights into novice and expert teachers’ mental models of observed classroom management events. Aims Informed by the cognitive theory of visual expertise, the study compared two methods—a standard frequency-based approach and epistemic network analysis (ENA)—for analysing think-aloud data from novice and expert teachers. The aim was to illustrate the potential of both methods in revealing how teachers integrate noticed visual information and classroom management scripts into elaborate mental representations of classroom management events. Sample Participants were 19 pre-service and 20 in-service teachers. Methods Teachers’ think-aloud data after watching a video with critical classroom management events were coded and analysed using a standard frequency-based approach and epistemic network analysis. Results The frequency-based approach counted the number of codes, indicating that experts verbalized student learning, teacher behavioural management, and alternative management strategies more frequently than novices. In comparison, ENA visualized the temporal co-occurrences of codes within event-related utterances, indicating that novices struggled to make sense of events while experts were able to integrate information and scripts into more elaborate and well-structured mental models. Conclusions When compared to a frequency-based approach, ENA can provide deep insights into teachers‘ mental representations of classroom management events. ENA is thus a useful novel method to examine teachers’ integration of information into mental models as indicators of professional vision and expertise.
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Large language models (LLMs) are now widely accessible, reaching learners across all
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Gemeinsam haben die Geschäftsführung des IPN, der Personalrat sowie die Referentin für Diversität, Gleichstellung und Nachwuchsförderung eine Dienstvereinbarung ausgearbeitet, die sich umfangreich mit dem Thema „Awareness“ auseinandersetzt und die zum Jahresanfang in Kraft getreten ist.
ein, ein diskriminierungsfreier, sicherer und gewaltfreier Ort zu sein, an dem alle

DigiProMIN Fachbereich Informatik
Struktur Der Moodle-Kurs wird als ein digitaler Selbstlernkurs gestaltet, der an alle

While existing surveys on professional development (PD) programs for mathematics teachers revealed a substantial growth in PD research studies, there has been a call for more in-depth reports. Inspired by reviews on practice-based pre-service teacher education, this systematic review focuses on PD activities developed and investigated for enhancing teachers’ practices for handling relevant tasks of mathematical teaching, to provide an overview of the state of PD research for practicing teachers. To accomplish this, keywords were used to identify relevant research, complemented by hand-searched papers which are in the core of the topic yet do not use the keywords. Based on the full-text analysis of 32 peer-reviewed studies, this systematic review uncovered the emphasis of the most studies on the task of supporting and enhancing student learning followed by noticing and assessing student thinking, with variation in associated teaching practices. Differences in the level of reporting on PD activities were revealed concerning both the PD design and the research about PD. Tendencies in the types of frameworks for designing PD were also found, with almost half the studies situating teacher learning in practice. Overall, this review not only advances the field by making findings on teacher practices to handle tasks of teaching more comparable, but by gaining insights into the types of corresponding PD activities.
Karriere Leichte Sprache Gebärdensprache EnglishDeutsch Startseite Forschen Alle

While existing surveys on professional development (PD) programs for mathematics teachers revealed a substantial growth in PD research studies, there has been a call for more in-depth reports. Inspired by reviews on practice-based pre-service teacher education, this systematic review focuses on PD activities developed and investigated for enhancing teachers’ practices for handling relevant tasks of mathematical teaching, to provide an overview of the state of PD research for practicing teachers. To accomplish this, keywords were used to identify relevant research, complemented by hand-searched papers which are in the core of the topic yet do not use the keywords. Based on the full-text analysis of 32 peer-reviewed studies, this systematic review uncovered the emphasis of the most studies on the task of supporting and enhancing student learning followed by noticing and assessing student thinking, with variation in associated teaching practices. Differences in the level of reporting on PD activities were revealed concerning both the PD design and the research about PD. Tendencies in the types of frameworks for designing PD were also found, with almost half the studies situating teacher learning in practice. Overall, this review not only advances the field by making findings on teacher practices to handle tasks of teaching more comparable, but by gaining insights into the types of corresponding PD activities.
Karriere Leichte Sprache Gebärdensprache EnglishDeutsch Startseite Forschen Alle