Analysis and Facilitation of Diagnostic Competences in Higher Education
Type of funding:
Robert Bosch Foundation & excellence initiative
Duration:
01.01.2012 - now
Involved staff members:
Research questions:
In this project it is investigated to what extent different instructional support methods for example worked-examples with integrated errors or simulation-based learning environment can facilitate the acquisition of diagnostic competences and how they can be designed in the best possible way. Another main question of this project is concerned with possible moderating effects of different domains on the impact of instructional support methods.
Methods:
In this project the focus is on experimental studies. The effects are validated partly in generalization studies.
Results:
First results of so far three studies suggest that scaffolding self-explanation may not be an advantage under all circumstances and may in fact even hinder learning in the context of learning from errors, at least in domains where less scientific knowledge is available and it is less used as evidence for practice.
Cooperation partners:
- Prof. Martin R. Fischer (Clinics of Universtiy of Munich, Institute for medical education)
- Birgit Wershofen (Clinics of Universtiy of Munich, Institute for medical education)
- Prof. Christel Bienstein (University Witten/Herdecke, Institute for Nursing studies)
Important publications:
- Heitzmann, N. (2014, January 22). Fostering diagnostic competence in different domains (Text.PhDThesis). Ludwig-Maximilians-Universität München. Retrieved from http://edoc.ub.uni-muenchen.de/16862/.
- Heitzmann, N., Fischer, F., & Fischer, M. R. (2014, Juni). Facilitating Teachers’ Diagnostic Competence with Worked Examples: Effects of Scaffolding with Self-Explanation Prompts. Vortrag auf der Sig Conference -Teacher Learning and Professional Development. Frauenchiemsee 16-18.06,2014.
- Heitzmann, N., Fischer, F., & Fischer, M. R. (2013, September). Förderung von Diagnosekompetenz bei Lehrern: Differenzierte Effekte von Selbsterklärungsprompts. Vortrag auf der 78. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) der DGfE. , Dortmund September 25.-27.09.2013.
- Heitzmann, N., Fischer, F. & Fischer, M. (2013, August). Teachers’ diagnostic competence: Validation of a model and evaluation of instructional support. Vortrag auf der 15th Biennal Conference of the European Association for Research in Learning and Instruction (EARLI). München, 27.08.-31.08.2013.
- Heitzmann, N., Fischer, F. & Fischer M. (2013, April). When Error-Explanation Prompts and Adaptable Feedback Cannot Support the Learning of Diagnostic Competence. Vortrag auf der AERA Annual Meeting 2013. San Francisco, 27.04.-01.05.2013.
- Heitzmann N, Fischer F, Fischer M. (2012, September). Förderung von Diagnosekompetenz: Effekte von Selbsterklärungsprompts und adaptierbarem Feedback. Vortrag auf der 77. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF). Bielefeld, 10.09.-12.09.2012.
- Heitzmann N, Fischer M, Fischer F. (2012, September). Messung und Förderung von Diagnosekompetenz: Ein interdisziplinärer Ansatz mit fehlerhaften Lösungsbeispielen. Vortrag auf der Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA). Aachen, 27.09-29.09.2012.