Fostering Diagnostic Reasoning: Let's Think Less About Case Design and More About the Simulated Activity

• In Event: Supporting Learning in Online Environments

Abstract

In simulated environments, teachers can prepare for diagnostic reasoning – their everyday practice of observing, making judgements, and carrying out decisions. We investigate whether pre-service teachers with varying conceptual knowledge (what are symptoms of ADHD and dyslexia) gain more strategic knowledge (how to diagnose ADHD and dyslexia) when simulated cases are presented in a serial-cue vs a whole case format. N = 118 pre-service teachers (86% women, 12% men, 1% non-binary) participated in our study. We find that the case format does not matter using a moderated linear regression and quantifying evidence for the null model with Bayes Factors. We conclude that focusing on (adaptive) guidance and content of simulated cases to design effective learning opportunities.

Authors

• Sarah Bichler, Ludwig Maximilian University Munich
  Presenting Author

• Michael Sailer, Learning Analytics and Educational Data Mining
  Non-Presenting Author

• Elisasabeth Bauer, Department of Psychology, LMU Munich, Munich, Germany
  Non-Presenting Author

• Jan Kiesewetter, Ludwig-Maximilians-Universität München
  Non-Presenting Author

• Martin Richard Fischer, Clinics LMU Munich
  Non-Presenting Author

• Frank Fischer, Ludwig-Maximilians-Universität München
  Non-Presenting Author