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2Explain – ‘Who Can Explain This to Me?’ An Empirical Study on Teaching and Learning with Instructional Explanations

The study 2Explain investigates how pre-service primary school teachers’ knowledge of instructional explanations of science phenomena may be best improved by means of different workshops. Furthermore, we want to find out whether the science explanation videos the pre-service teachers produce throughout their workshops are particularly effective for the learning of low-achieving primary school students.

Based on the combination of two studies, we want to investigate how profession-specific and profession-unspecific pre-service teacher characteristics translate into primary school students’ natural sciences learning from explanation videos that the pre-service teachers have produced in the context of a workshop on instructional explanations. Additionally, more specific research questions will be examined within the scope of each of the two studies.

In Study 1, we want to investigate how pre-service teachers’ knowledge of effective instructional explanations can be best developed. For this purpose, we want to test whether learning from worked-out examples or from problem-based learning is more effective in terms of improving knowledge of instructional explanations. Based on their knowledge gained from the workshops, the pre-service teachers eventually produce their own explanation videos.

In Study 2, these videos are presented to primary school students. We hypothesize that low-achieving students in particular will benefit from high-quality explanation videos that make good use of instructional explanations.

Project Heads

Dr. Franziska Baier-Mosch

Cooperation Partners

Prof. Dr. Katja Adl-Amini

Prof. Dr. Ilonca Hardy

Selected Publication

Baier, F., Decker, A. T., Voss, T., Kleickmann, T., Klusmann, U., & Kunter, M. (2019). What makes a good teacher? The relative importance of mathematics teachers’ cognitive ability, personality, knowledge, beliefs, and motivation for instructional quality. British Journal of Educational Psychology, 89(4), 767-786.

Partner Institutions

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