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REASON Winter School 2019 Paper and Poster Sessions

Paper Session I Evidence integration and decision making in teacher education

Monday 18.02.2019, 16:00-17:30, Seminar Room 140 (1st floor)

Chair: Kristina Reiss (TUM)

M-1. Developing a video-based learning environment for preservice teachers’ diagnostic competences concerning mathematical argumentation
Elias Codreanu and Tina Seidel
Technical University of Munich, Germany

M-2. Fostering the use of evidence from models in science learning: Interactive and example-based scaffolding
Sarah Bichler1, Sonya Richards1, Lisa Hasenbein1, Marcia Linn2 and Frank Fischer1
1Ludwig-Maximilians-Universität München, Germany; 2University of California, Berkeley, USA

M-3. Does a utility-value intervention foster preservice teachers’ instructional reasoning for technology-enhanced teaching?
Iris Backfisch, Andreas Lachner, Christoff Hische and Katharina Scheiter
Leibniz-Institut für Wissensmedien, Tübingen, Germany

M-4. Evidence-based practice in teacher education: The role of personal domain variables and expertise among teacher educators
Despoina Georgiou1, Anne Wiesbeck2, Sog Yee Mok3, Frank Fischer1 and Tina Seidel2
1Ludwig-Maximilians-Universität München, Germany; 2Technical University of Munich,
Germany; 3University of Zurich, Switzerland

M-5. Challenges for teacher educators to integrate evidence from educational research in higher education teaching
Annika Diery and Tina Seidel
Technical University of Munich, Germany

Paper Session II Arguing about socio-scientific issues

Tuesday 19.02.2019, 9:00-10:30, Seminar Room 140 (1st floor)

Chair: Birgit Dorner (KSH)

T1-1. Real-world problems in classroom: A systematic literature review on socioscientific argumentation
Olga Ioannidou1, Andreas Hetmanek2, Frank Fischer1 and Tina Seidel2
1Ludwig-Maximilians-Universität München, Germany; 2Technical University of Munich, Germany

T1-2. Argumentation on socio-economic issues: An exploratory analysis of students’ written argumentation structure
Nicole Ackermann and Bengü Kavadarli
University of Zurich, Switzerland

T1-3. Student-to-student interactions and their effect on the development of economic competence
Christin Siegfried
Goethe-Universität Frankfurt, Germany

T1-4. Characteristics of argumentative thinking among Haredi students
Ehud Tsemach and Anat Zohar
The Hebrew University of Jerusalem, Israel

T1-5. The role of moral reasoning in socio-scientific issues: A case study in high school biology education
Tore Van der Leij
University of Groningen, The Netherlands

Paper Session III Exploring, assessing and enhancing students’ reasoning skills

Tuesday 19.02.2019, 13:00-14:30, Seminar Room 140 (1st floor)

Chair: Heinrich Hußmann (LMU)

T2-1. Assessing primary school students’ reasoning in interpreting experiments
Sonja Peteranderl and Anne Deiglmayr
ETH Zurich, Switzerland

T2-2. Investigating and scaffolding elementary students’ conditional reasoning skills in mathematical and everyday contexts
Anastasia Datsogianni, Stefan Ufer and Beate Sodian
Ludwig-Maximilians-Universität München, Germany

T2-3. Exploring primary students’ data-based argumentation – an empirical analysis of students’ strengths and difficulties
Jens Krummenauer and Sebastian Kuntze
Ludwigsburg University of Education, Germany

T2-4. Digital information retrieval in secondary school geography education – The development of reasoned judgements on complex geographic issues by researching digital evidence
Eva Engelen
Universität Köln, Germany

T2-5. Enhancing acquisition of scientific reasoning skills through memory tests?
Johanna Kranz1, Katrin Kaufmann2, Tobias Tempel3 and Andrea Möller1
1University of Vienna, Austria; 2Universität Trier, Germany; 3Ludwigsburg University of Education, Germany

Poster Session

Wednesday 20.02.2019, 13:00-14:30, Seminar room 140 (1st floor)

Chair: Christopher Osterhaus (LMU)

W-1. Scientific reasoning in preschool: Understanding contrastive and controlled tests
April Moeller
Ludwig-Maximilians-Universität München, Germany

W-2. Influences of motivational constructs on scientific thinking in children
Kristin Nyberg and Susanne Koerber
University of Education Freiburg, Germany

W-3. Validation of a simulation-based learning environment measuring biology teachers‘ diagnostic competences
Maria Kramer, Julia Stürmer, Christian Förtsch, Sonja Förtsch and Birgit J. Neuhaus
Ludwig-Maximilians-Universität München, Germany

W-4. Examining students’ perspective on a training for achievement emotion regulation
Christiane Hoessle, Kristina Loderer, Elisabeth Vogl and Reinhard Pekrun
Ludwig-Maximilians-Universität München, Germany

W-5. Analyzing preservice teachers’ diagnostic argumentations to design and implement an adaptive feedback component
Elisabeth Bauer1, Michael Sailer1, Jan Kiesewetter2, Claudia Schulz3, Iryna Gurevych3, Martin R. Fischer2 and Frank Fischer1
1Ludwig-Maximilians-Universität München, Germany; 2University Hospital, Ludwig-Maximilians-Universität München, Germany; 3Technische Universität Darmstadt, Germany

W-6. What misconceptions do preservice teachers hold about core educational topics? – Development and psychometric analysis of the Questionable Beliefs in Education Scales (QUEBEC)
Jana Asberger, Eva Thomm and Johannes Bauer
University of Erfurt, Germany

W-7. Teaching assessment competence in social work with flexible computer supported scripts and metacognitive reflection prompts
Mary Opio1, Birgit Dorner2 and Ingo Kollar3
1Ludwig-Maximilians-Universität München, Germany; 2Katholische Stiftungshochschule München, Germany; 3Universität Augsburg, Germany

W-8. Effects of worked examples and external scripts on social work students‘ internal fallacy revelation scripts
Florian Spensberger1, Sabine Pankofer2 and Ingo Kollar3
1Ludwig-Maximilians-Universität München, Germany; 2Katholische Stiftungshochschule München, Germany; 3Universität Augsburg, Germany

W-9. Using argument mapping to model requirements of argumentative synthesizing tasks with unreliable information
Dimitri Molerov
Humboldt University of Berlin, Germany

W-10. Styles of scientific reasoning: An empirical study of how psychologists produce evidence
Gina Scappucci, Christopher Osterhaus and Frank Fischer
Ludwig-Maximilians-Universität München, Germany

W-11. Repeated k-fold cross-validation as a predictor of replicability: A meta-scientific approach to evaluating scientific evidence
Arianne Herrera-Bennett, Chia Wei Ong and Moritz Heene
Ludwig-Maximilians-Universität München, Germany

W-12. Can science literacy help individuals identify misinformation in everyday life?
Aviv J. Sharon and Ayelet Baram Tsabari
Technion - Israel Institute of Technology, Israel

W-13. Please mind the knowledge gap: Source evaluation and content evaluation of science-based arguments online
Nina Vaupotič, Dorothe Kienhues and Regina Jucks
University of Münster, Germany

W-14. Sequencing learning activities to promote active learning and comprehension in science education
Yoana Omarchevska, Katharina Scheiter and Juliane Richter
Leibniz-Institut für Wissensmedien, Germany