Learning to Diagnose with Simulations

1. Front Matter

   Pages i-vi

   PDF

2. Learning to Diagnose with Simulations: Introduction

   • Frank Fischer, Olga Chernikova, Ansgar Opitz

   Pages 1-4Open Access

3. A Theoretical Framework for Fostering Diagnostic Competences with Simulations in Higher Education

   • Olga Chernikova, Nicole Heitzmann, Ansgar Opitz, Tina Seidel, Frank Fischer

   Pages 5-16Open Access

4. Learning to Diagnose Primary Students’ Mathematical Competence Levels and Misconceptions in Document-Based Simulations

   • Angelika Wildgans-Lang, Sarah Scheuerer, Andreas Obersteiner, Frank Fischer, Kristina Reiss

   Pages 17-31Open Access

5. Diagnosing Mathematical Argumentation Skills: A Video-Based Simulation for Pre-Service Teachers

   • Elias Codreanu, Sina Huber, Sarah Reinhold, Daniel Sommerhoff, Birgit J. Neuhaus, Ralf Schmidmaier et al.

   Pages 33-47Open Access

6. Diagnosing 6th Graders’ Understanding of Decimal Fractions: Fostering Mathematics Pre-Service Teachers’ Diagnostic Competences with Simulated One-on-One Interviews

   • Bernhard Marczynski, Larissa J. Kaltefleiter, Matthias Siebeck, Christof Wecker, Kathleen Stürmer, Stefan Ufer

   Pages 49-62Open Access

7. Diagnosing the Instructional Quality of Biology Lessons Based on Staged Videos: Developing DiKoBi, A Video-Based Simulation

   • Maria Kramer, Julia Stürmer, Christian Förtsch, Tina Seidel, Stefan Ufer, Martin R. Fischer et al.

   Pages 63-81Open Access

8. Learning to Diagnose Secondary School Students’ Scientific Reasoning Skills in Physics and Biology: Video-Based Simulations for Pre-Service Teachers

   • Amadeus J. Pickal, Christof Wecker, Birgit J. Neuhaus, Raimund Girwidz

   Pages 83-95Open Access

9. Learning to Diagnose Students’ Behavioral, Developmental, and Learning Disorders in a Simulation-Based Learning Environment for Pre-Service Teachers

   • Elisabeth Bauer, Michael Sailer, Jan Kiesewetter, Claudia Schulz, Iryna Gurevych, Martin R. Fischer et al.

   Pages 97-107Open Access

10. Live and Video Simulations of Medical History-Taking: Theoretical Background, Design, Development, and Validation of a Learning Environment

    • Maximilian C. Fink, Victoria Reitmeier, Matthias Siebeck, Frank Fischer, Martin R. Fischer

    Pages 109-122Open Access

11. Diagnosing Collaboratively: A Theoretical Model and a Simulation-Based Learning Environment

    • Anika Radkowitsch, Michael Sailer, Martin R. Fischer, Ralf Schmidmaier, Frank Fischer

    Pages 123-141Open Access

12. Conclusions and Outlook: Toward more Systematic Research on the Use of Simulations in Higher Education

    • Ansgar Opitz, Martin R. Fischer, Tina Seidel, Frank Fischer

    Pages 143-149Open Access

13. Back Matter

    Pages 151-157

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This open access book presents 8 novel approaches to measure and improve diagnostic competences with simulation. The book compares the effects of interventions on these diagnostic competences in both teacher and medical education. It includes analyses showing that important aspects of diagnostic competences and effects of instructional interventions aiming to facilitate them are comparable for teachers and doctors.

Through closely analyzing projects from medical education, mathematics education, biology education, and psychology, the reader is presented with multiple options for interventions that may be used in each of the subject areas and the improvements in diagnostic skills that could be expected from each simulation.

The book concludes with an outline of promising future research on the use of simulations to facilitate professional competences in higher education in general, and for the advancement of diagnostic competencies in particular.

• Open Access
• Learning diagnostic competences with simulations
• Diagnosing primary school children’s mathematical competences
• Mathematical argumentation skills in secondary school
• Instructional quality of biology lessons
• Students’ behavioral, developmental and learning disorders

• Chair of Education and Educational Psychology, Department of Psychology, LMU Munich, Munich, Germany

  Frank Fischer, Ansgar Opitz

Frank Fischer studied psychology at the Universities in Trier and Aachen, obtained a doctorate in 1997 from Ludwig Maximilian University (LMU) in Munich. After professorships in Erfurt and Tübingen, he became a full professor for educational science and educational psychology at LMU. His research focuses on digital learning, collaborative learning, scientific and diagnostic reasoning, as well as evidence-based practice in education. He served as the Director of the Department of Psychology and Dean of Faculty at LMU. He was the president of the International Society of the Learning Sciences. He has been the director of the Munich Center of the Learning Sciences, which involves researchers and their workgroups from 8 faculties who engage in interdisciplinary research projects and in international masters' and PhD programs in the learning sciences.