Table 3 Example comments on event “following up on a student’s idea” (Drawing Task Video)

0

Event not mentioned

–

1

Superficial mention of the event; no explicit description; no theoretical interpretation

“The tutor asks critical questions that prompt learners to reflect. Deepening allows students to learn together and recognize the mistakes of others.”

2

An explicit description, but no interpretation

OR

No explicit description, but some interpretation

“One student presents her drawing, but the lungs are missing. The tutor discusses with the students where the oxygen comes into the lungs.”

“Tutor asks specific questions to the students. Students recognize for themselves where their concepts contain illogical points. Tutor questions the existing ideas of the students. This stimulates the reflection process and leads to a more intensive discussion.”

3

An explicit description AND some interpretation

OR

No explicit description, but a thorough interpretation (including reference to general teaching and learning concepts)

“After explaining, he asks a question that is supposed to move the students forward and question their prior knowledge, namely how oxygen gets into the blood, thereby encouraging the students to question their knowledge without telling them that it is wrong.”

“The tutor uses clever questions to create cognitive dissonance. In doing so, he addresses different ideas of the students and lets them check them on their sketches. The cognitive conflicts are caused by the students themselves. Removal of the naïve preconception by pointing out scientific alternatives only becomes possible when the students doubt their previous assumptions.”

4

Explicit description AND a thorough interpretation

“The tutor brings oxygen into play in the first drawing and asks the students where it comes into the blood. The students realize that something in their drawing can’t be right because they didn’t pay attention to where the oxygen comes from. The tutor has thus evoked a cognitive conflict.”