Summary
Project C05 investigates how learning with simulations becomes more effective through personalisation. At its core are video-based simulations of scientific inquiry. Pre-service chemistry and physics teachers use these simulations to diagnose the challenges students face when conducting experiments. C05 analyses how the informational complexity of a simulation can be adjusted – tailored to pre-service teachers’ prior knowledge and diagnostic skills. This approach, known as representational scaffolding, is examined across three studies on two levels: Firstly, at the macro level, where adjustments are made based on prior knowledge before the intervention; and secondly, at the meso level, where adjustments are made during the learning process based on performance within the simulation. The aim is to understand how personalisation shapes cognitive and motivational learning processes and fosters diagnostic competence – and what role the different levels play in this.
