Educational Reconstruction as a Model for Designing Science Teaching at University : Insights from a Massive Open Online Course for Early Career Science Instructors. In: Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion. Jg.4 H. 2. 26.2.2021, S. 193-212
Inhalt
- 1 Background
- 2 Insights from research
- 3 Our research
- 3.1 Research questions
- 3.2 Overall course design
- 3.3 Two formats – two cohorts
- 3.4 Research methodology
- 3.5 Design of the conceptual change module and assignment
- 4 Results
- 4.1 Participant heterogeneity
- 4.2 Participants’ orientation to teaching
- 4.3 Analysis of the MER-based assignments
- 4.3.1 Participants’ analysis of science subject matter
- 4.3.2 Participants’ investigations into student conceptions
- 4.3.3 Participants’ identification of the learning demand
- 4.3.4 Participants’ design of learning sequences
- 4.3.5 Participant reflection
- 5 Discussion
- 5.1 The value of MER in higher education
- 5.2 Reorienting instructors’ focus onto students via the MER
- 6 Conclusions
- Literatur und Internetquellen
- Information on the article
- German Information