Computersimulationen: Bewegte Bilder oder genuine Instrumente der Erkenntnisgewinnung? Charakterisierung und Förderung der Vorstellungen von Lehramtsstudierenden der Chemie zum epistemologischen Status und zur Rolle computerbasierter Simulationen in den Naturwissenschaften

Model-based (computer) simulations play a significant role in chemistry education, with students learning both with and about simulations. The latter provides learners with an access from the philosophy of science regarding simulations as instruments for knowledge acquisition, which warrants special attention due to their increasing importance in socio-scientific decision-making processes (Seoane et al., 2022). However, little is currently known about the philosophical concepts of pre-service chemistry teachers regarding model-based simulations (Develaki, 2019; Seoane et al., 2022). Furthermore, there are currently no suitable theoretical frameworks, assessment instruments or corresponding teaching concepts concerning a philosophical approach to model-based computer simulations available. Therefore, this work pursues three overarching objectives: 1. First, an existing theoretical framework for capturing concepts about models shall be adapted to characterize students’ understanding of simulations as models. 2. Second, a seminar segment for learning with and about simulations will be developed, which aims to foster the epistemological understanding of simulations as well as practical teaching competences among master's students in chemistry education. 3. Third, the ideas and understanding of simulations among pre-service chemistry teachers will be characterized, along with a description of the changes resulting from the developed intervention. To achieve these objectives, first, content related to the epistemology and ontology of computer simulations was systematically processed and used to adapt a widely recognized theoretical structure of model competence (Upmeier zu Belzen & Krüger, 2010). This resulted in a theoretical framework for characterizing the understanding of simulations as models (MvS), which was supplemented with simulation-specific content (comparison with animations and experiments, the role of idealizations, abstractions, and fictions). Second, a seminar segment with h5p-based learning units for learning with and about simulations in the context of project-based learning was developed, in which students are specifically trained in the philosophical contexts of computer simulations. All units include parts with practical teaching applications. Third, master's students in chemistry education were qualitatively interviewed regarding their ideas about computer-based simulations. The data collection combined the creation of concept maps, accompanied by think-aloud protocols, with subsequent problem-centered interviews. The data was collected in a pre-post design over the developed intervention. The results indicate that the understanding of simulations as models is constructed in a mosaic-like manner, with students in pre-interviews mostly interpreting simulations as representations. Furthermore, specific types of contradictions in the students' ideas can be identified. In post-interviews, students tend to demonstrate more elaborate ideas and can reflect more confidently on the use of simulations as instruments for knowledge acquisition.

Level thesis:degree_level

thesis.doctoral

Grantor dc:publisher

Universität Bielefeld

Year

2025

Author dc:creator

• Kirchhoff, Antonia

Repository record source_url

https://pub.uni-bielefeld.de/record/3004445

OAI identifier oai:identifier

oai:pub.uni-bielefeld.de:3004445