Andreas Borowski
Datos Biográficos
| ID | 8608952 |
|---|---|
| NOMBRE | Andreas Borowski |
| NOMBRES | Andreas |
| APELLIDO | Borowski |
| FIRMA | BOROWSKI A |
| AFILIACIONES | University of Potsdam |
| ORCID | 0000-0002-9502-0420 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 2018 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
When AI Feedback Was Still in Its Infancy
Reflective writing is a core component of teacher education, especially during practical internships. However, providing high-quality feedback on reflections is resource-intensive. This study examines descriptively observable associations between an early dual-feedback approach combining basic (automated) and elaborate (human-generated) feedback and structural features of preservice physics teachers’ reflective writing, prior to the widespread ad…
Enhancing writing analytics in science education research with machine learning and natural language processing—Formative assessment of science and non-science preservice teachers’ written reflections
Introduction Science educators use writing assignments to assess competencies and facilitate learning processes such as conceptual understanding or reflective thinking. Writing assignments are typically scored with holistic, summative coding rubrics. This, however, is not very responsive to the more fine-grained features of text composition and represented knowledge in texts, which might be more relevant for adaptive guidance and writing-to-learn…
How authenticity impacts validity
Based on a literature review of studies on teachers’ professional competence and related assessment tools, this paper introduces a model of teacher education assessment. It is influenced by Miller’s (1990) framework of assessment in medical education and includes, among other aspects, performance assessments. This model is used to understand the potential effects of transferring assessment tools into a digital format with assessment feedback. Fiv…
The transfer of digitalized teaching-learning and assessment tools in higher education
Digital technology has emerged as a key topic in the context of digital transformation in educational systems (Selwyn 2012) and of recent teaching and learning challenges associated with the COVID-19 pandemic (Carrillo and Flores 2020).As such, it is also central to higher education.The ways in which digital technology can effectively support assessment and teaching and learning in higher education are recognized as particularly relevant to educa…
Fast-and-frugal means to assess reflection-related reasoning processes in teacher training—Development and evaluation of a scalable machine learning-based metric
Reflection is hypothesized to be a key component for teachers’ professional development and is often assessed and facilitated through written reflections in university-based teacher education. Empirical research shows that reflection-related competencies are domain-dependent and multi-faceted. However, assessing reflections is complex. Given this complexity, novel methodological tools such as non-linear, algorithmic models can help explore unseen…
Modelling STEM Teachers’ Pedagogical Content Knowledge in the Framework of the Refined Consensus Model
Science education researchers have developed a refined understanding of the structure of science teachers’ pedagogical content knowledge (PCK), but how to develop applicable and situation-adequate PCK remains largely unclear. A potential problem lies in the diverse conceptualisations of the PCK used in PCK research. This study sought to systematize existing science education research on PCK through the lens of the recently proposed refined consen…
Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik
Im Lehramtsstudium sollen Studierende grundlegende Fähigkeiten zur theoriegeleiteten Unterrichtsplanung erwerben. In Übereinstimmung mit Modellen zur professionellen Handlungskompetenz von Lehrkräften wird hierbei meist angenommen, dass das im Studienverlauf erworbene Professionswissen eine wesentliche Grundlage für den Aufbau von Fähigkeiten zur Unterrichtsplanung bildet. Lerngelegenheiten zur Anwendung dieses Professionswissens bieten vor allem…
Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience
The process of reflection is assumed to be important for developing professional knowledge through practical experience in science teaching. However, this claim requires more evidence, based on a clear definition of reflection. The main goal of the present study is to explore how reflection skills influence the development of professional knowledge gained through teaching experience. Before and after a five-month field experience, we have measure…
Perceived relevance of university physics problems by pre-service physics teachers
Pre-service physics teachers often do not recognise the relevance for their future career in their university content knowledge courses. A lower perceived relevance can, however, have a negative effect on their motivation and on their academic success. Several intervention studies have been undertaken with the goal to increase this perceived relevance. A previous study shows that conceptual physics problems used in university physics courses are …
Professional knowledge affects action‐related skills
Professional knowledge is an important source of science teachers' actions in the classroom (e.g., personal professional content knowledge [pedagogical content knowledge, PCK] is the source of enacted PCK in the refined consensus model [RCM] for PCK). However, the evidence for this claim is ambiguous at best. This study applied a cross‐lagged panel design to examine the relationship between professional knowledge and actions in one particular ins…
Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science
The Refined Consensus Model of Pedagogical Content Knowledge in Science Education
Does it Matter What We Measure? Domain-specific Professional Knowledge of Physics Teachers
Can we be confident that extensively validated tests for teachers on their professional knowledge actually measure what matters for effective teaching? This study investigated the relations between physics teachers’ domain-specific professional knowledge, students’ cognitive activation – as a measure for the quality of instruction in each of the teachers’ classrooms – and the achievement of their students using multi-level analysis. Neither teach…
Sin obras prominentes en esta página.
Does it Matter What We Measure? Domain-specific Professional Knowledge of Physics Teachers
Can we be confident that extensively validated tests for teachers on their professional knowledge actually measure what matters for effective teaching? This study investigated the relations between physics teachers’ domain-specific professional knowledge, students’ cognitive activation – as a measure for the quality of instruction in each of the teachers’ classrooms – and the achievement of their students using multi-level analysis. Neither teach…
Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science
The Refined Consensus Model of Pedagogical Content Knowledge in Science Education
Perceived relevance of university physics problems by pre-service physics teachers
Pre-service physics teachers often do not recognise the relevance for their future career in their university content knowledge courses. A lower perceived relevance can, however, have a negative effect on their motivation and on their academic success. Several intervention studies have been undertaken with the goal to increase this perceived relevance. A previous study shows that conceptual physics problems used in university physics courses are …
Professional knowledge affects action‐related skills
Professional knowledge is an important source of science teachers' actions in the classroom (e.g., personal professional content knowledge [pedagogical content knowledge, PCK] is the source of enacted PCK in the refined consensus model [RCM] for PCK). However, the evidence for this claim is ambiguous at best. This study applied a cross‐lagged panel design to examine the relationship between professional knowledge and actions in one particular ins…
Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience
The process of reflection is assumed to be important for developing professional knowledge through practical experience in science teaching. However, this claim requires more evidence, based on a clear definition of reflection. The main goal of the present study is to explore how reflection skills influence the development of professional knowledge gained through teaching experience. Before and after a five-month field experience, we have measure…
Modelling STEM Teachers’ Pedagogical Content Knowledge in the Framework of the Refined Consensus Model
Science education researchers have developed a refined understanding of the structure of science teachers’ pedagogical content knowledge (PCK), but how to develop applicable and situation-adequate PCK remains largely unclear. A potential problem lies in the diverse conceptualisations of the PCK used in PCK research. This study sought to systematize existing science education research on PCK through the lens of the recently proposed refined consen…
Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik
Im Lehramtsstudium sollen Studierende grundlegende Fähigkeiten zur theoriegeleiteten Unterrichtsplanung erwerben. In Übereinstimmung mit Modellen zur professionellen Handlungskompetenz von Lehrkräften wird hierbei meist angenommen, dass das im Studienverlauf erworbene Professionswissen eine wesentliche Grundlage für den Aufbau von Fähigkeiten zur Unterrichtsplanung bildet. Lerngelegenheiten zur Anwendung dieses Professionswissens bieten vor allem…
Enhancing writing analytics in science education research with machine learning and natural language processing—Formative assessment of science and non-science preservice teachers’ written reflections
Introduction Science educators use writing assignments to assess competencies and facilitate learning processes such as conceptual understanding or reflective thinking. Writing assignments are typically scored with holistic, summative coding rubrics. This, however, is not very responsive to the more fine-grained features of text composition and represented knowledge in texts, which might be more relevant for adaptive guidance and writing-to-learn…
How authenticity impacts validity
Based on a literature review of studies on teachers’ professional competence and related assessment tools, this paper introduces a model of teacher education assessment. It is influenced by Miller’s (1990) framework of assessment in medical education and includes, among other aspects, performance assessments. This model is used to understand the potential effects of transferring assessment tools into a digital format with assessment feedback. Fiv…
The transfer of digitalized teaching-learning and assessment tools in higher education
Digital technology has emerged as a key topic in the context of digital transformation in educational systems (Selwyn 2012) and of recent teaching and learning challenges associated with the COVID-19 pandemic (Carrillo and Flores 2020).As such, it is also central to higher education.The ways in which digital technology can effectively support assessment and teaching and learning in higher education are recognized as particularly relevant to educa…
Fast-and-frugal means to assess reflection-related reasoning processes in teacher training—Development and evaluation of a scalable machine learning-based metric
Reflection is hypothesized to be a key component for teachers’ professional development and is often assessed and facilitated through written reflections in university-based teacher education. Empirical research shows that reflection-related competencies are domain-dependent and multi-faceted. However, assessing reflections is complex. Given this complexity, novel methodological tools such as non-linear, algorithmic models can help explore unseen…
When AI Feedback Was Still in Its Infancy
Reflective writing is a core component of teacher education, especially during practical internships. However, providing high-quality feedback on reflections is resource-intensive. This study examines descriptively observable associations between an early dual-feedback approach combining basic (automated) and elaborate (human-generated) feedback and structural features of preservice physics teachers’ reflective writing, prior to the widespread ad…
Psychology (12 obras) · Mathematics education (11 obras) · Computer Science (10 obras) · Pedagogy (5 obras) · Science education (5 obras) · Science Education and Pedagogy (5 obras) · Reflective Practices in Education (4 obras) · Artificial Intelligence (3 obras) · Biology (3 obras) · Educational Strategies and Epistemologies (3 obras)