Titlebook: Learning to Diagnose with Simulations; Examples from Teache Frank Fischer,Ansgar Opitz Book‘‘‘‘‘‘‘‘ 2022 The Editor(s) (if applicable) and

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,Learning to Diagnose Primary Students’ Mathematical Competence Levels and Misconceptions in Documen. When making diagnostic judgments about students’ learning status in mathematics, teachers may benefit from using theoretical models of mathematical competence because such models illustrate what tasks students should have mastered on each level of competence. Based on students’ documents and a mod

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,Learning to Diagnose Secondary School Students’ Scientific Reasoning Skills in Physics and Biology: day-to-day work, we developed simulations to quantify and furthermore support the competence to diagnose secondary school students’ scientific reasoning skills. For this purpose, the simulations also include the possibility to rehearse interdisciplinary collaborations between physics and?biology pr

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,Learning to Diagnose Students’ Behavioral, Developmental, and Learning Disorders in a Simulation-Bat al., Sch Psychol Q 26(1):1, 2011). Therefore, this content area should be part of teacher education. Accordingly, we developed a simulation-based learning environment in which pre-service teachers gather information about six individual students. Learners examine reports about students’ behavior,

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Live and Video Simulations of Medical History-Taking: Theoretical Background, Design, Development, us, the research project presented here investigates facilitating diagnostic competences in live and video history-taking simulations. In this chapter, the theoretical background and the design, development, and validation process of the learning environment for this research project are described.

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Diagnosing Collaboratively: A Theoretical Model and a Simulation-Based Learning Environment,hysicians not only need to be able to diagnose individually, but also need additional collaborative competences such as information sharing and negotiation skills (Liu et al., .), which can influence the quality of the diagnostic outcome (Tschan et al., .). We introduce the CDR model, a process mode

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Conclusions and Outlook: Toward more Systematic Research on the Use of Simulations in Higher Educatostic competences. The simulations differ regarding diagnostic modes, sources of information, domains, and topics. The chapter then revisits the four overarching research questions from the introduction and lies out potential avenues for future research: (1) Diagnostic activities are a promising con

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