Assessing Teachers’ Capabilities to Work with Models and Evaluate Results in the Context of a Complex and Authentic STEM Problem

Greubel, André; Siller, Hans-Stefan; Hennecke, Martin

doi:10.3390/educsci14010104

Open AccessArticle

Assessing Teachers’ Capabilities to Work with Models and Evaluate Results in the Context of a Complex and Authentic STEM Problem

by

André Greubel

^*

,

Hans-Stefan Siller

and

Martin Hennecke

Department of Computer Science, University of Wuerzburg, 97074 Würzburg, Germany

^*

Author to whom correspondence should be addressed.

Educ. Sci. 2024, 14(1), 104; https://doi.org/10.3390/educsci14010104

Submission received: 26 October 2023 / Revised: 13 December 2023 / Accepted: 8 January 2024 / Published: 17 January 2024

(This article belongs to the Special Issue Methodological Issues in STE(A)M Education)

Download

Browse Figures

Review Reports Versions Notes

Abstract

Since the practice turn, the contemporary education landscape has been shifting from mere knowledge dissemination to empowering students to solve problems. Special emphasis is given to problems on which students work for an extended period (at least several hours; frequently multiple school days). While working on such problems, it is essential to employ a variety of activities. Two of these are working with models and evaluating models and their results. One topic that has received little attention up to now is the question of to what extent educators are able to apply these skills. This study, fundamentally exploratory in nature, seeks to delve into such an assessment by evaluating the competence of

n = 20

educators in estimating and evaluating building evacuation duration using digital simulations. Our results show that the participants self-assessed as being able to solve such exercises. However, this was contrasted by our external assessment of the solutions provided by the participants, which showed that the solutions lacked in quality.

Keywords: teacher assessment; working with models; evaluating results; qualitative analysis; technology; digital simulations; building evacuation

Share and Cite

MDPI and ACS Style

Greubel, A.; Siller, H.-S.; Hennecke, M. Assessing Teachers’ Capabilities to Work with Models and Evaluate Results in the Context of a Complex and Authentic STEM Problem. Educ. Sci. 2024, 14, 104. https://doi.org/10.3390/educsci14010104

AMA Style

Greubel A, Siller H-S, Hennecke M. Assessing Teachers’ Capabilities to Work with Models and Evaluate Results in the Context of a Complex and Authentic STEM Problem. Education Sciences. 2024; 14(1):104. https://doi.org/10.3390/educsci14010104

Chicago/Turabian Style

Greubel, André, Hans-Stefan Siller, and Martin Hennecke. 2024. "Assessing Teachers’ Capabilities to Work with Models and Evaluate Results in the Context of a Complex and Authentic STEM Problem" Education Sciences 14, no. 1: 104. https://doi.org/10.3390/educsci14010104

APA Style

Greubel, A., Siller, H.-S., & Hennecke, M. (2024). Assessing Teachers’ Capabilities to Work with Models and Evaluate Results in the Context of a Complex and Authentic STEM Problem. Education Sciences, 14(1), 104. https://doi.org/10.3390/educsci14010104

Note that from the first issue of 2016, this journal uses article numbers instead of page numbers. See further details here.

Article Menu

Assessing Teachers’ Capabilities to Work with Models and Evaluate Results in the Context of a Complex and Authentic STEM Problem

Abstract

Share and Cite

Article Metrics

Article Access Statistics

Further Information

Guidelines

MDPI Initiatives

Follow MDPI