{"title":"跨越领域:研究相关性指导和引导性问题对职前教师一阶和二阶知识整合的影响","authors":"","doi":"10.1007/s11251-023-09655-3","DOIUrl":null,"url":null,"abstract":"<h3>Abstract</h3> <p>The conceptualization of pre-service teachers’ knowledge integration typically involves the distinction of two types: first-order knowledge integration, which includes merging domain-specific knowledge entities into a common knowledge base, and second-order knowledge integration, which refers to the integrated (simultaneous) application of knowledge from diverse domains. This study investigates the effect of instructional prompts in the form of (a) relevance instructions and (b) guiding questions on promoting pre-service teachers’ first-order knowledge integration in a reading- and writing-based learning setting with three domain-specific study texts: one text each referring to content knowledge (CK), general pedagogical knowledge (PK), or pedagogical-content knowledge (PCK). Furthermore, the study explores whether pre-service teachers’ second-order knowledge integration depends on the degree to which they engaged in first-order knowledge integration when reading and writing about different domain-specific learning contents. The study applied a three parallel group experimental design. An analysis of essays written by <em>N</em> = 83 German language pre-service teachers indicated positive effects of both prompts on first-order knowledge integration. Moreover, a mediation analysis showed that pre-service teachers’ second-order knowledge integration is mediated by their first-order knowledge integration. The results are discussed and integrated into the existing body of research, practical implications are presented, and limitations of the study are explained.</p>","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":"295 1","pages":""},"PeriodicalIF":2.6000,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Bridging domains: examining the effects of relevance instructions and guiding questions on pre-service teachers’ first- and second-order knowledge integration\",\"authors\":\"\",\"doi\":\"10.1007/s11251-023-09655-3\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<h3>Abstract</h3> <p>The conceptualization of pre-service teachers’ knowledge integration typically involves the distinction of two types: first-order knowledge integration, which includes merging domain-specific knowledge entities into a common knowledge base, and second-order knowledge integration, which refers to the integrated (simultaneous) application of knowledge from diverse domains. This study investigates the effect of instructional prompts in the form of (a) relevance instructions and (b) guiding questions on promoting pre-service teachers’ first-order knowledge integration in a reading- and writing-based learning setting with three domain-specific study texts: one text each referring to content knowledge (CK), general pedagogical knowledge (PK), or pedagogical-content knowledge (PCK). Furthermore, the study explores whether pre-service teachers’ second-order knowledge integration depends on the degree to which they engaged in first-order knowledge integration when reading and writing about different domain-specific learning contents. The study applied a three parallel group experimental design. An analysis of essays written by <em>N</em> = 83 German language pre-service teachers indicated positive effects of both prompts on first-order knowledge integration. Moreover, a mediation analysis showed that pre-service teachers’ second-order knowledge integration is mediated by their first-order knowledge integration. 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引用次数: 0
摘要
摘要 职前教师知识整合的概念通常包括两种类型:一阶知识整合和二阶知识整合。一阶知识整合包括将特定领域的知识实体合并成一个共同的知识库,二阶知识整合指的是综合(同时)应用来自不同领域的知识。本研究通过三个特定领域的学习文本(内容知识(CK)、一般教学知识(PK)或教学-内容知识(PCK)各一篇),探讨了在以读写为基础的学习环境中,以(a)相关性指示和(b)引导性问题为形式的教学提示对促进职前教师一阶知识整合的影响。此外,研究还探讨了职前教师的二阶知识整合是否取决于他们在阅读和写作不同领域的学习内容时进行一阶知识整合的程度。研究采用了三组平行实验设计。对 N = 83 名德语职前教师所写论文的分析表明,两种提示对一阶知识整合都有积极影响。此外,中介分析表明,职前教师的二阶知识整合受其一阶知识整合的中介影响。本文对研究结果进行了讨论,并将其纳入现有的研究体系,提出了研究的实际意义,并解释了研究的局限性。
Bridging domains: examining the effects of relevance instructions and guiding questions on pre-service teachers’ first- and second-order knowledge integration
Abstract
The conceptualization of pre-service teachers’ knowledge integration typically involves the distinction of two types: first-order knowledge integration, which includes merging domain-specific knowledge entities into a common knowledge base, and second-order knowledge integration, which refers to the integrated (simultaneous) application of knowledge from diverse domains. This study investigates the effect of instructional prompts in the form of (a) relevance instructions and (b) guiding questions on promoting pre-service teachers’ first-order knowledge integration in a reading- and writing-based learning setting with three domain-specific study texts: one text each referring to content knowledge (CK), general pedagogical knowledge (PK), or pedagogical-content knowledge (PCK). Furthermore, the study explores whether pre-service teachers’ second-order knowledge integration depends on the degree to which they engaged in first-order knowledge integration when reading and writing about different domain-specific learning contents. The study applied a three parallel group experimental design. An analysis of essays written by N = 83 German language pre-service teachers indicated positive effects of both prompts on first-order knowledge integration. Moreover, a mediation analysis showed that pre-service teachers’ second-order knowledge integration is mediated by their first-order knowledge integration. The results are discussed and integrated into the existing body of research, practical implications are presented, and limitations of the study are explained.
期刊介绍:
Instructional Science, An International Journal of the Learning Sciences, promotes a deeper understanding of the nature, theory, and practice of learning and of environments in which learning occurs. The journal’s conception of learning, as well as of instruction, is broad, recognizing that there are many ways to stimulate and support learning. The journal encourages submission of research papers, covering a variety of perspectives from the learning sciences and learning, by people of all ages, in all areas of the curriculum, in technologically rich or lean environments, and in informal and formal learning contexts. Emphasizing reports of original empirical research, the journal provides space for full and detailed reporting of major studies. Regardless of the topic, papers published in the journal all make an explicit contribution to the science of learning and instruction by drawing out the implications for the design and implementation of learning environments. We particularly encourage the submission of papers that highlight the interaction between learning processes and learning environments, focus on meaningful learning, and recognize the role of context. Papers are characterized by methodological variety that ranges, for example, from experimental studies in laboratory settings, to qualitative studies, to design-based research in authentic learning settings. The Editors will occasionally invite experts to write a review article on an important topic in the field. When review articles are considered for publication, they must deal with central issues in the domain of learning and learning environments. The journal accepts replication studies. Such a study should replicate an important and seminal finding in the field, from a study which was originally conducted by a different research group. Most years, Instructional Science publishes a guest-edited thematic special issue on a topic central to the journal''s scope. Proposals for special issues can be sent to the Editor-in-Chief. Proposals will be discussed in Spring and Fall of each year, and the proposers will be notified afterwards. To be considered for the Spring and Fall discussion, proposals should be sent to the Editor-in-Chief by March 1 and October 1, respectively. Please note that articles that are submitted for a special issue will follow the same review process as regular articles.