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Eye tracking is an increasingly popular method in mathematics education. While the technology has greatly evolved in recent years, there is a debate about the specific benefits that eye tracking offers and about the kinds of insights it may allow. The aim of this review is to contribute to this discussion by providing a comprehensive overview of the use of eye tracking in mathematics education research. We reviewed 161 eye-tracking studies published between 1921 and 2018 to assess what domains and topics were addressed, how the method was used, and how eye movements were related to mathematical thinking and learning. The results show that most studies were in the domain of numbers and arithmetic, but that a large variety of other areas of mathematics education research was investigated as well. We identify a need to report more methodological details in eye-tracking studies and to be more critical about how to gather, analyze, and interpret eye-tracking data. In conclusion, eye tracking seemed particularly beneficial for studying processes rather than outcomes, for revealing mental representations, and for assessing subconscious aspects of mathematical thinking.
Research on productive failure suggests that attempting to solve a problem prior to instruction facilitates conceptual understanding compared to receiving instruction prior to problem solving. The assumptions are that during the problem-solving phase, students activate their prior knowledge, become aware of their knowledge gaps, and discover deep features of the target content, which prepares them to better process the subsequent instruction. Unclear is whether this effect results from merely changing the order of the learning phases (i.e., instruction or problem solving first) or from additional features, such as presenting problem-solving material in the form of cases that differ in one feature at a time. Contrasting such cases may highlight the deep features and provide grounded feedback to students’ problem-solving attempts. In addition, the effect of the order of instruction and problem solving on procedural fluency is still unclear. The present experiment (N = 181, mean age = 14.53) investigated in a 2 × 2 design the effects of order (instruction or problem solving first) and of contrasting cases in the problem-solving material (yes/no) on conceptual understanding and procedural fluency. Additionally, the quality and quantity of students’ solution attempts from the problem-solving phase were coded. Regarding the learning outcomes, the ANOVA results suggest that for procedural fluency instruction prior to problem solving was more beneficial than problem solving prior to instruction. Merely delaying instruction did not increase conceptual understanding. The contrasting cases did not affect the quality of solution attempts, nor the posttest results. As expected, students who received instruction first generated fewer, but higher-quality solution attempts.
Although raised in the early days of research on teacher noticing, the question of context specificity has remained largely unanswered to this day. In this study, we build on our prior research on a specific aspect of noticing, namely teachers’ analysis of how representations are dealt with in mathematics classroom situations. For the purpose of such analysis, we examined the role of context on the levels of mathematical content area and classroom situation. Using a vignette-based test instrument with 12 classroom situations from the content areas of fractions and functions, we investigated how teachers’ analyses regarding the use of representations are related concerning these two mathematical content areas. Beyond content areas, we were interested in the question of whether an overarching unidimensional competence construct can be inferred from the participants’ analyses of the different individual classroom situations. The 12 vignettes were analysed by N = 175 secondary mathematics teachers with different degrees of teaching experience and their written answers provided the data for this study. Our findings show that the data fit the Rasch model and that all classroom situations contributed in a meaningful way to the competence under investigation. There was no significant effect of the mathematical content area on the participants’ analyses regarding the use of multiple representations. The results of the study indicate that explicitly considering questions of context can strengthen research into teacher noticing.
As an important component of teaching expertise, teacher noticing is gaining growing attention in our intercultural mathematics education community. However, it is likely that in many cases the researchers’ perspectives on what characterizes high instructional quality in mathematics classrooms shape what they expect teachers to notice. In particular, it is an open question how potentially different norms of instructional quality influence how teacher noticing is operationalized in East Asian and Western cultures. Consequently, in a first step, this bicultural research project on teacher noticing in Taiwan and Germany focuses on exploring the researchers’ frames of reference for investigating teacher noticing. In this paper, we thus propose a concurrent process for developing vignettes and eliciting corresponding expert norms as a prerequisite to investigating teacher noticing in a way that is sensitive to different cultural contexts. In this process, the research teams in both countries developed in parallel, text vignettes in which, from their perspective, a breach of a norm regarding a specific aspect of instructional quality was integrated. In an online expert survey, these vignettes were then presented to German and Taiwanese researchers in mathematics education (19 from each country) to investigate whether these experts recognize the integrated breach of a norm. This approach allows researchers to identify potentially different norms of instructional quality in mathematics classrooms. In particular, by means of a specific representation of practice, it became visible how expert norms of responding to students’ mathematical thinking can be different from a Taiwanese compared to a German perspective.
Diagnostic competences are an essential facet of teacher competence. Many studies have investigated the quality of teachers’ judgments of students’ competences. However, little is known about the processes that lead to these judgments and about the ways to promote these processes in the early phase of teacher training. The aim of the research project on which we report in this paper was to develop a simulated computer-based environment that allows assessing and promoting the diagnostic processes of prospective teachers. In the simulated environment, ‘virtual third-graders’ solve mathematical problems. Participants are asked to diagnose the students’ competence levels according to a theoretical model, which has been empirically validated. Participants can repeatedly select mathematical problems of varying difficulty levels, assign them to a virtual student, and then receive the student’s written solution. In this paper, we present the conceptualization of the simulated environment. We also report on the results of a pilot study with 91 prospective primary school mathematics teachers to analyze whether the environment allows an assessment of individual differences in diagnostic processes. The majority of participants rated the environment as authentic and as one in which they could become immersed. Overall, participants were fairly accurate in their diagnoses concerning the student’s competence level. However, log data and participants’ written notes indicated that there was large variability in their diagnostic processes. Participants varied greatly in the number of mathematical problems they assigned to a student during their diagnostic process, and in how strongly the difficulty of these problems deviated from the student’s true competence level. Overall, the data suggest that the simulated environment has the potential to assess diagnostic processes in a valid way. We discuss open questions and issues for further development.
Bei der Auswahl von Aufgaben für einen adaptiven Unterricht schätzen Lehrkräfte deren fachliche Anforderungen ein. Im Rahmen eines Modells der Informationsverarbeitung wird angenommen, dass bei solchen diagnostischen Urteilen über Aufgaben auf Basis fachdidaktischen Wissens schwierigkeitsgenerierende Merkmale identifiziert und diese hinsichtlich ihres Einflusses auf die Aufgabenschwierigkeit gewichtet werden. Dabei erfolgt die Verarbeitung von Oberflächen- und Tiefenmerkmalen unterschiedlich schnell und ist daher abhängig von der verfügbaren Zeit. Anliegen der Studie ist es, diese Annahmen über die kognitiven Prozesse bei der Urteilsbildung zu prüfen, indem Aufgabenmerkmale systematisch variiert und fachdidaktisches Wissen als Personenmerkmal sowie Zeitdruck als Situationsmerkmal experimentell variiert werden. Zur Prüfung der Modellannahmen werden bei Lehramtsstudierenden (N = 175) zwei Bedingungen verglichen: Einer Experimentalgruppe wird spezifisches fachdidaktisches Wissen über schwierigkeitsgenerierende Aufgabenmerkmale vermittelt. Ihre aufgabendiagnostischen Urteile werden durch paarweise Schwierigkeitsvergleiche erfasst und mit einer Kontrollgruppe verglichen – jeweils mit hoher und mit geringer Zeitrestriktion. Es zeigt sich, dass fachdidaktisches Wissen dazu führt, dass schwierigkeitsgenerierende Aufgabenmerkmale signifikant besser identifiziert und gewichtet werden, Zeitdruck hingegen hat signifikant negative Auswirkungen auf die Urteilsgüte. Die beschriebene Merkmalsvariation schlägt sich demnach hypothesenkonform in der Urteilsakkuratheit nieder, wobei die Prozesse der Identifizierung und der Gewichtung von schwierigkeitsgenerierenden Aufgabenmerkmalen unterschieden werden. Diese Ergebnisse erlauben Rückschlüsse auf die Bedeutung von spezifischem fachdidaktischem Wissen für diagnostische Urteile und geben damit Impulse für die Lehrkräfteaus- und -fortbildung. Die Unterscheidung der kognitiven Prozesse beim Einschätzen von Aufgabenschwierigkeit mit und ohne Zeitdruck legt nahe, dass sich Lehrkräfte hierüber während der Unterrichtsplanung (ohne Zeitdruck) und im Unterrichtsgeschehen (mit Zeitdruck) bewusst sein sollten, um reflektiert damit umgehen zu können.
Der Forschungsstand zu diagnostischen Kompetenzen von Lehrkräften – als wesentliche Voraussetzung für Feedback oder adaptives Unterrichten – wird zurzeit als unbefriedigend angesehen, da kaum überzeugende Theorien über die kognitiven Prozesse bei der Genese diagnostischer Urteile bestehen. An dieser Stelle setzt das Rahmenmodell DiaCoM (Explaining Teachers’ Diagnostic Judgements by Cognitive Modeling) an. Das DiaCoM-Rahmenmodell bietet eine theoretische Basis für Forschungsansätze, die diagnostische Urteile von Lehrkräften als Informationsverarbeitungsprozesse erklären wollen. Es konzeptualisiert diagnostisches Urteilen in Bildungskontexten als kognitive Prozesse einer Lehrkraft über Schülerinnen und Schüler (z. B. deren Fähigkeit) oder über Anforderungen (z. B. Aufgabenschwierigkeiten) auf der Grundlage der Informationen, die explizit oder implizit in einer diagnostischen Situation bestehen. Es bezieht sich auf Theorien der kognitiven Informationsverarbeitung und erfordert eine Spezifikation von vier Komponenten: die Personencharakteristika, die Situationscharakteristika, das diagnostische Denken als Informationsverarbeitung und schließlich das Diagnoseverhalten. Der Beitrag stellt dar, wie das DiaCoM-Rahmenmodell als forschungsheuristisches Modell eingesetzt werden kann, um Erklärungswissen zur Genese diagnostischer Urteile zu generieren: Durch Spezifikation der informationsverarbeitenden Prozesse können theoretische Voraussagen darüber getroffen werden, welche Personen- und Situationscharakteristika zu welchem diagnostischen Verhalten führen. Diese Annahmen sind dann einer experimentellen Prüfung durch systematische Variation der Situation oder der Personen (z. B. durch Instruktion) zugänglich.
Fachlich wenig anschlussfähige Schülervorstellungen können den Aufbau fachlich gültiger ökologischer Konzepte im Biologieunterricht beeinträchtigen, wenn Lehrkräfte diese im Unterrichtsverlauf nicht diagnostizieren und angemessen darauf reagieren. Unterrichtsbegleitende Diagnosen von Äußerungen der Schülerinnen und Schüler müssen häufig spontan („on-the-fly“) erfolgen. Es wäre wünschenswert, bereits angehende Lehrkräfte auf diese herausfordernde Aufgabe vorbereiten zu können. In einem experimentellen Prä-Posttest-Design (N = 36) wurden in dieser Studie Einflüsse auf den Erwerb von Fertigkeiten zur Diagnose von Schülervorstellungen untersucht. Hierfür wurden verschiedene Merkmale fallbasierter Lernsettings systematisch variiert (Video vs. Text/unterschiedliche Arten von Schülervorstellungen). Ein Training an Fallmedien erwies sich für bestimmte Diagnoseinhalte als effektiv im Vergleich zu einer Vermittlung diagnostischen Wissens ohne fallbasiertes Training. Unerheblich schien zu sein, ob als Fallmedium Video- oder Textvignetten verwendet wurden. Darüber hinaus zeigte sich, dass die Fertigkeiten zur Diagnose im Wesentlichen inhaltsspezifisch erworben werden. Die Ergebnisse werden hinsichtlich der Entwicklung von Fördermaßnahmen in der Lehrerbildung diskutiert.
Medienkompetenz ist vielfach normativ definiert und quantitativ geprüft. Eine andere Perspektive einnehmend, greift der vorliegende Beitrag die Debatten um Medienkompetenz von „Digital Natives“ auf, indem er die ethnologische Metapher kulturanalytisch fokussiert. Mit Bezügen zur neueren Kindheitsforschung geht es explorativ um die kulturspezifische Entdeckung von Medienkompetenz als noch unbekannte Praxis. Ethnographisch wird aufgezeigt, wie sich diese Medienkompetenz von Kindern in der Schule konstituiert, beschreiben und verstehen lässt. Dabei tritt die situative Verwicklung dieser Kompetenz mit Grundschule analytisch hervor.
Wissen und Einstellungen sind Kompetenzfacetten pädagogischer Fachkräfte, deren Einfluss auf die Qualität des Interaktionsverhaltens im Kita-Alltag diskutiert wird. Im Zuge der Forderung nach evidenzbasierter Praxis kommt der Wissensorientierung, als Teilfacette pädagogischer Einstellungen, eine besondere Rolle zu, da Fachkräfte zwar über Wissen verfügen können, sie sich für die praktische Anwendung aber auch über deren Sinnhaftigkeit sicher sein müssen. Darunter werden zwei Orientierungsformen gefasst, die Auskunft darüber geben, welche Relevanz Fachkräfte den eigenen Erfahrungen und Intuitionen (Subjektive Orientierung) bzw. wissenschaftlichen Theorien/Konzepten/empirischen Befunden (Objektive Orientierung) für Entscheidungs- und Handlungsprozesse zusprechen. Ziel des Beitrags ist es zu prüfen, ob a) (theoretisches) Wissen und Wissensorientierung von pädagogischen Fachkräften (N = 120) die Qualität des Interaktionsverhaltens vorhersagen und b), ob die Einstellungsfacetten einen moderierenden Effekt im Einfluss von Wissen auf die Interaktionsqualität haben. Die Analysen ergaben, dass das erfasste Wissen einen Prädiktor für die Qualität des sozial- und lernunterstützenden Interaktionsverhaltens darstellt. Eine handlungsleitende Funktion der Wissensorientierung konnte eingeschränkt bestätigt werden und die Subjektive Orientierung stellte sich als Moderator für den Einfluss von Wissen auf sozial- und lernunterstützendes Interaktionsverhalten heraus. Die Ergebnisse werden mit Blick auf weiterführende Forschung und Qualitätsentwicklung diskutiert.
Der vorliegende Beitrag untersucht, inwiefern sich verschiedene Deutungen des Kompetenzbegriffs in psychometrische Modelle überführen lassen und welche Konsequenzen daraus für das Assessment in quantitativen Studien erwachsen könnten. Auf Grundlage von Verhältnisbestimmungen von deklarativem Fachwissen und prozessorientierten Kompetenzen werden dazu Between- und Within-Item-IRT-Modelle definiert und zur Re-Analyse eines Datensatzes einer Querschnittsstudie zur Variablenkontrollstrategie (n = 990) angewendet. Bei Betrachtung der Personenschätzer für die Kompetenzausprägungen, die aus den Modellen generiert werden, zeigt sich, dass ca. ein Drittel der Schülerinnen und Schüler, je nach Modell, unterschiedlichen Quartilen der Verteilung zugewiesen werden. Gleichzeitig wird deutlich, dass die Modelle zu unterschiedlichen Informationen hinsichtlich der Zunahme an Wissen oder prozessorientierten Kompetenzen über Jahrgänge hinweg wie auch hinsichtlich von Geschlechterunterschieden in der Kompetenzausprägung führen können. Die Ausprägungen prozessorientierter Kompetenzen von Mädchen fallen aufgrund oder vielmehr trotz des (im Mittel) geringeren Fachwissens höher aus, wenn der Psychometrie ein unabhängiges, aber fachwissensrelatives Kompetenzverständnis zugrunde gelegt wird. Der Beitrag diskutiert diese Befunde mit Blick auf Konsequenzen für Grundlagenforschung, Systemmonitoring und Unterrichtsentwicklung.
Background
The SF-8 is a short form of the SF-36 Health Survey, which is used for generic assessment of physical and mental aspects of health-related quality of life (HRQoL). Each of the 8 dimensions of the SF-36 is covered by a single item in the SF-8. The aim of the study was to examine the latent model structure of the SF-8.
Method
One-, two- and three dimensional as well as bi-factor structural models were defined and estimated adopting the ML- as well as the WLSMV-algorithm for ordinal data. The data were collected in a German general population sample (N = 2545 persons).
Results
A two- (physical and mental health) and a three-dimensional CFA structure (in addition overall health) represent the empirical data information adequately [CFI = .987/.995; SRMR = .024/.014]. If a general factor is added, the resulting bi-factor models provide a further improvement in data fit [CFI = .999/.998; SRMR = .001]. The individual items are much more highly associated with the general HRQoL factor (loadings: .698 to .908) than with the factors physical, mental, and overall health (loadings: −.206 to .566).
Conclusions
In the SF-8, each item reflects mainly general HRQoL (general factor) as well as one of the three components physical, mental, and overall health. The findings suggest in particular that the evaluation of the information of the SF-8 items can be validly supplemented by a general value HRQoL.
Background
A markedly negative self-image and pervasive shame proneness have consistently been associated with borderline personality disorder (BPD). The present experimental study investigated the intensity of negative emotional responses with a focus on shame in BPD compared to healthy control persons (HCs) during an experimental paradigm promoting self-awareness, self-reflection, and self-evaluation. Furthermore, the relationship between levels of state shame during the experiment and shame proneness in BPD compared to HCs was examined.
Methods
A sample of 62 individuals with BPD and 47 HCs participated in the study. During the experimental paradigm, participants were presented with photos of (i) the own face, (ii) the face of a well-known person, and (iii) of an unknown person. They were asked to describe positive facets of these faces. Participants rated the intensity of negative emotions induced by the experimental task as well the pleasantness of the presented faces. Shame-proneness was assessed using the Test of the Self-Conscious Affect (TOSCA-3).
Results
Individuals with BPD experienced significantly higher levels of negative emotions than HCs both before and during the experimental task. While HC participants responded to their own face particularly with an increase in shame compared to the other-referential condition, the BPD patients responded above all with a strong increase of disgust. Furthermore, the confrontation with an unknown or well-known face resulted in a strong increase of envy in BPD compared to HC. Individuals with BPD reported higher levels of shame-proneness than HCs. Higher levels of shame-proneness were related to higher levels of state shame during the experiment across all participants.
Conclusion
Our study is the first experimental study on negative emotional responses and its relationship to shame proneness in BPD compared to HC using the own face as a cue promoting self-awareness, self-reflection, and self-evaluation. Our data confirm a prominent role of shame when describing positive features of the own face, but they emphasize also disgust and envy as distinct emotional experience characterizing individuals with BPD when being confronted with the self.
Compared to natives, young adults with an immigrant background are more likely to choose academic education over vocational education and training (VET). Our study investigates ethnic choice effects at different stages of the educational system. Based on longitudinal data from the German National Educational Panel Study (NEPS), we found that immigrant youths–when controlling for achievement and social background–were more likely to attend academic tracks in Grade 9, have higher participation rates in academic tracks at the upper-secondary level, are less likely to choose VET after lower-secondary education as well as after upper-secondary education, and switch more often to higher education after achieving an upper-secondary degree. Mediation analyses confirmed that these effects were largely shaped by differences in educational and occupational aspirations. Our study provides detailed insights into the transition pathways at different educational stages and the relevant mechanisms driving migration-specific choice effects. As ethnic choice effects are empirically well documented in international research, our investigation may contribute to a deeper understanding of educational inequalities in other European countries.
The health literacy (HL) facet Access to health information is measured in the European Health Literacy Survey (HLS-EU-Q47) by 12 items. To assess Access, we developed adapted item formulations for COVID-19 infection prevention (COVID-19-IP) and early childhood allergy prevention (ECAP) in addition to the original 12 items on General Health (GH). N = 343 (expectant) mothers of infants answered the items in an online assessment. Confirmatory structural analyses for ordinal data were adopted (WLSMV-algorithm). Women’s item ratings varied significantly across domains (η2 = .017–.552). Bi-factor models exhibited the best data fit (GH/COVID-19-IP/ECAP: CFI = .964 /.968/.977; SRMR: .062/.069 /.035): The general factor Access most strongly determined item information. Additionally, three subfactors contributed significantly (but rather weakly) to the item information in each domain. The overall score Access proved to be internally consistent (McDonald’s ωGH/COVID-19-IP/ECAP = .874/.883 /.897) and was associated with socioeconomic state (McArthur scale; rGH/COVID- 19-IP/ECAP = .218 /.210/.146). Access correlated not or only weakly with the other HL facets Understand, Appraise, and Apply. The health domains GH, COVID-19-IP, and ECAP moderated both the difficulty and the dimensional structure of the 12 Access items. This suggests that in the HLS-EU Access reflects not only the search competence but also the availability of health information.
(1) Background: Health literacy is considered a personal asset, important for meeting health-related challenges of the 21st century. Measures for assisting students’ health literacy development and improving health outcomes can be implemented in the school setting. First, this is achieved by providing students with learning opportunities to foster their personal health literacy, thus supporting behavior change. Second, it is achieved by measures at the organizational level promoting social change within the proximal and distal environment and supporting the school in becoming more health-literate. The latter approach is rooted in the concept of organizational health literacy, which comprises a settings-based approach aiming at changing organizational conditions to enhance health literacy of relevant stakeholders. The HeLit-Schools project aims to develop the concept of health-literate schools, describing aspects that need to be addressed for a school to become a health-literate organization. (2) Method: The concept development builds on existing concepts of organizational health literacy and its adaptation to the school setting. (3) Results: The adaptation results in the HeLit-Schools concept describing a health-literate school with eight standards. Each standard depicts an area within the school organization that can be developed for fostering health literacy of school-related persons. (4) Conclusions: The HeLit-Schools concept offers an approach to organizational development for sustainably strengthening health literacy.
Objectives
To validate the patient-reported measure of Social Support Perceived by Patients Scale-Nurses (SuPP-N).
Design/setting
A secondary data analysis based on a cross-sectional breast cancer patient survey in 83 German hospitals. Patients were asked to give written informed consent before they were discharged. If they agreed to participate, the questionnaire was sent via mail to their home address after discharge.
Participants
Of 5583 eligible patients, 4841 consented to participate in the study and 4217 returned completed questionnaires (response rate: 75.5 %). For the data analysis n=3954 respondents were included. On average, participants were 60 years old and mostly in cancer stages I and II
Primary and secondary outcome measures
Perceived social support was assessed with a three-item patient-reported scale (SuPP-N). Convergent validity and criterion-related validity were tested using the following constructs: trust in nurses, trust in the treatment team (Wake Forest Physician Trust Scale, adapted), quality of life (European Organisation for Research and Treatment of Cancer Quality of Life Questionnaire), processes organisation, availability of nurses.
Results
The structural equation model (SEM) assuming a one-dimensional structure of the instrument showed acceptable goodness of fit (root mean square error of approximation=0.04, Comparative Fit Index=0.96 and Tucker-Lewis Index=0.96; factor loadings ≥0.83). Hypothesis–consistent correlations with trust in nurses (beta=0.615; p<0.01) and trust in the treatment team (beta=0.264; p<0.01) proved convergent validity. Criterion-related validity was proved by its association with patients’ quality of life (beta=−0.138; p<0.01), processes organisation (beta=−0.107; p<0.01) and the availability of nurses (beta=0.654; p<0.01).
Conclusion
The results of the SEM identify potential important factors to foster social support by nurses in cancer care. In patient surveys, the SuPP-N can be used efficiently to measure patient-reported social support provided by nurses. The use of the scale can contribute to gain a better understanding of the relevance of social support provided by nurses for patients and to detect possible deficits and derive measures with the aim of improving the patient–nurse interaction.
Mitigating and adapting to climate change requires foundational changes in societies, politics, and economies. Greater effectiveness has been attributed to actions in the public sphere than to the actions of individuals. However, little is known about how climate literacy programs address the political aspects of mitigation and adaptation. The aim of this systematic literature review is to fill this gap and analyze how public-sphere actions on mitigation and adaptation are discussed in climate literacy programs in schools. Based on database searches following PRISMA guidelines we identified 75 empirical studies that met our inclusion criteria. We found that central aspects of climate policy such as the 1.5-degree limit, the IPCC reports, or climate justice are rarely addressed. Whilst responsibility for emissions is attributed to the public sphere, the debate about mitigation usually focuses on the private sphere. Climate change education does not, therefore, correspond to the climate research discourse. We show that effective mitigation and adaptation are based on public-sphere actions and thus conclude that effective climate education should discuss those public actions if it is to be effective. Hence, we propose that climate education should incorporate political literacy to educate climate-literate citizens.
Appropriate parental health literacy (HL) is essential to preventively maintain and promote child health. Understanding health information is assumed to be fundamental in HL models. We developed N = 67 items (multiple-choice format) based on information materials on early childhood allergy prevention (ECAP) and prevention of COVID-19 infections to assess the parental HL facet Understand. N = 343 pregnant women and mothers of infants completed the items in an online assessment. Using exploratory factor analysis for ordinal data (RML estimation) and item response models (1-pl and 2-pl model), we proved the psychometric homogeneity of the item pool. 57 items assess the latent dimension Understand according to the assumptions of the 1-pl model (weighted MNSQ < 1.2; separation reliability = .855). Person parameters of the latent trait Understand correlate specifically with subjective socioeconomic status (r = .27), school graduation (r = .46), allergy status (r = .11), and already infected with COVID-19 (r = .12). The calibrated item pool provides a psychometrically sound, constructvalid assessment of the HL facet Understand Health Information in the areas of ECAP and prevention of COVID-19 infections.
Video cases are commonly used in teacher education to support evidence-based professional knowledge acquisition. Novice teachers, however, often struggle when learning with video, since they lack professional knowledge schemata that facilitate noticing and reasoning about relevant events. Scripted video case development provides an approach to make relevant events more salient and visible. In alignment with previously reported approaches, we applied relevant design steps and quality criteria within the presented project to promote use in further research. Thereby, we introduce the novel approach of using mock-up settings as a way to identify naturalistic behavior as a basis for script development. User experience (UX) evaluations based on defined quality criteria of realistic experiences (i.e., authenticity), personal relevance (i.e., utility value), engagement (i.e., situational interest), and challenge (i.e., cognitive load) were carried out in a set of four studies including N = 423 teacher students. Findings support the conclusion that our design approach resulted in the development of high-quality scripted video cases for further use in initial teacher education.