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2020-03-24Zeitschriftenartikel DOI: 10.18452/23697
Pre-service Biology Teachers’ Responses to First-Hand Anomalous Data During Modelling Processes
dc.contributor.authorMeister, Sabine
dc.contributor.authorKrell, Moritz
dc.contributor.authorGöhner, Maximilian
dc.contributor.authorUpmeier zu Belzen, Annette
dc.date.accessioned2021-11-24T14:27:49Z
dc.date.available2021-11-24T14:27:49Z
dc.date.issued2020-03-24none
dc.identifier.other10.1007/s11165-020-09929-7
dc.identifier.urihttp://edoc.hu-berlin.de/18452/24359
dc.description.abstractIn this research project we investigate the role of responses to anomalous data during modelling processes. Modelling is seen as a comprehensive practice that encompasses various aspects of scientific thinking; hence, it is an important style of scientific thinking, especially if analysed from a process-based perspective. Therefore, it provides the opportunity to understand the role of anomalous data on scientific thinking from a broader perspective. We analysed how pre-service biology teachers (N = 11) reacted to self-generated anomalous data during modelling processes induced by investigating a water black box. The videotaped and transcribed modelling processes were analysed using qualitative content analysis. If anomalous data were recognised, a majority of explanations were based on methodical issues. This finding supports results from previous studies investigating responses to first-hand anomalous data. Furthermore, we found four response patterns to anomalous data during modelling processes: no recognition, no explanation, methodical explanation, and model-related explanation. Besides, our study indicates by trend a systematic relation between response patterns to anomalous data and modelling strategies. Consequently, the improvement of responses to anomalous data could be a promising way to foster modelling competencies. We are convinced that an integrated approach to anomalous data and modelling could lead to deeper insights into the role of data in scientific thinking processes.eng
dc.language.isoengnone
dc.publisherHumboldt-Universität zu Berlin
dc.rights(CC BY 4.0) Attribution 4.0 Internationalger
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectAnomalous dataeng
dc.subjectModellingeng
dc.subjectPre-service science teacherseng
dc.subjectScientific thinkingeng
dc.subject.ddc370 Bildung und Erziehungnone
dc.subject.ddc500 Naturwissenschaften und Mathematiknone
dc.titlePre-service Biology Teachers’ Responses to First-Hand Anomalous Data During Modelling Processesnone
dc.typearticle
dc.identifier.urnurn:nbn:de:kobv:11-110-18452/24359-2
dc.identifier.doihttp://dx.doi.org/10.18452/23697
dc.type.versionpublishedVersionnone
local.edoc.container-titleResearch in science educationnone
local.edoc.pages21none
local.edoc.type-nameZeitschriftenartikel
local.edoc.institutionLebenswissenschaftliche Fakultätnone
local.edoc.container-typeperiodical
local.edoc.container-type-nameZeitschrift
local.edoc.container-publisher-nameSpringer Science + Business Media B.V.none
local.edoc.container-publisher-placeDodrechtnone
local.edoc.container-volume51none
local.edoc.container-issue6none
local.edoc.container-firstpage1459none
local.edoc.container-lastpage1479none
dc.description.versionPeer Reviewednone
dc.identifier.eissn1573-1898

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