Doctoral Position

Data-analytics-based recommendations for individual learning

In everyday life, learners develop individual explanations for scientific phenomena. These everyday explanations often do not correspond to scientific explanations. Even after class, students often still use their everyday explanations (Treagust & Duit 2008), as they are habitually used to explain phenomena in everyday life. Studies have shown that the learning of scientific explanations can be successful if individual learning potentials (so-called student conceptions) are diagnosed and considered to design appropriate learning materials (Duit et al. 2013). However, for teachers, the development of diagnosis instruments and learning recommendations is a task hard to achieve in everyday school life (van Dijk 2009, Uhren 2017).

The aim of this research project is to provide data-based methods that support teachers in diagnosing individual student conceptions and recommending appropriate learning opportunities. To this end, the everyday and scientific understanding of a biological and/or a chemical topic, based on the current state of research, will be developed and modelled in the form of concept structures. This allows the adaptation of Learning Analytics methods for the diagnosis of the individual understanding of students and data-based learning recommendations.

References

Dijk, E. M. van. (2009). Teaching Evolution. A Study of Teachers Pedagogical Content Knowledge (Beiträge zur Didaktischen Rekonstruktion). Didaktisches Zentrum, Universitaet Oldenburg.

Duit, R., Treagust, D.F., & Widodo, A. (2013). Teaching science for concep-tual change. In S. Vosniadou (Hrsg.), Educational Psychology Handbook. International Handbook of Research on Conceptual Change (S. 487-503). Hoboken: Taylor & Francis, Ltd.

Treagust, D.F. & Duit, R. (2008). Conceptual Change A Discussion of Theoretical, Methodological and Practical Challenges for Science Education. Cultural Studies of Science Education, 3, 297-328.

Uhren, S. (2017). Zum Umgang von Lehrkräften mit alternativen Schülervorstellungen. Beiträge zur Chemiedidaktik: Vol. 3. Berlin: Uni-Edition.

%d bloggers like this: