Pre-Service Teachers' Diagnostic Argumentation: What is the Role of Conceptual Knowledge and Cross-Domain Epistemic Activities?

Elisabeth Bauer, Michael Sailer, Jan Kiesewetter, David Williamson Shaffer, Claudia Schulz, Jonas Pfeiffer, Iryna Gurevych, Martin R. Fischer, Frank Fischer

Abstract: We analyze pre-service teachers’ diagnostic argumentations in learning with simulated cases by exploring relations within and between the two dimensions of domain-specific conceptual knowledge and cross-domain epistemic activities. Using the method of ENA, we conclude that both dimensions are relevant in pre-service teachers’ diagnostic argumentation and hence in designing learning interventions for its facilitation. The results also suggest that conceptual knowledge better explains differences between accurately vs. inaccurately diagnosing pre-service teachers compared to the dimension of epistemic activities.