The Promotion of Teachers' Diagnostic Competencies Through the Development of a Common Domain-Specific Theory

• In Event: Collaboration, Structures, and Tools in Science Teacher Learning

Abstract

To promote the diagnostic competencies of teachers for assessing and fostering students’ potential in natural science, scientific evidence of characteristics comprising potential in this particular domain is needed. In addition, teachers need to understand and be able to use this evidence for diagnostic purposes. We present a domain-specific theory of natural science talent development in elementary school resulting from the reconciliation of the scientific literature, school curricula, and teaching practice. The theory was built upon the Talent Development in Achievement Domains (TAD) framework (Preckel et al., 2020), which acts as a starting point for the development of domain-specific models. Based on the domain-specific theory, diagnostic teaching materials can be developed to sensitize teachers to specific characteristics of science talent.

Authors

• Elena Mack, University of Trier
  Presenting Author

• Julia Matthes, University of Trier
  Presenting Author

• Jessica Gnas, University of Trier
  Non-Presenting Author

• Franzis Preckel, University of Trier
  Non-Presenting Author