Die Kompetenzen biologischer Erkenntnisgewinnung sind von zentraler Bedeutung für die naturwissenschaftliche Bildung. Sie sind nicht allein auf Arbeitstechniken zu reduzieren (vgl. SDSS-Modell). Zu den spezifisch naturwissenschaftlichen Kompetenzen des Erkenntnisgewinns gehört neben dem Experimentieren u. a. auch das Mikroskopieren. Gegenstand der Untersuchung ist ein Modell der Kompetenzentwicklung des Mikroskopierens. Als hohes Niveau der Mikroskopierkompetenz gilt hier die konzeptionell begründete Nutzung der Methode zum Erkenntnisgewinn und zur Problemlösung.
Die Intention der Studie ist die Stärkung der Kompetenzen Studierender beim Umgang mit dem Mikroskop.
Kurzinhalt – FremdspracheA commonly used model of scientific method competence, e.g., experimentation, includes the following dimensions: lab work, scientific inquiry and nature of science. Working with the microscope has to be seen not only as a technical part of lab work. It is another demanding skill of acquiring knowledge in Biology. A better understanding of the influencing factors is required to promote the appropriate use of microscopes in schools. We assume that microscopy as a special problem solving process increases the motivation. We have developed and evaluated teaching units for pre-service student teachers. A short questionnaire for the measurement of intrinsic motivation (Ryan & Deci 2000) was employed. In addition, all participants were asked to assess their interest in various areas of biology and their own skills in microscopy. The study consist of two sub studies in 2010 (n=243) in courses of human biology. The students often could decide themselves, which problem solving method they prefer. During the treatment with a higher degree of self-determination, there was a positive development of interestedness. The values of the respective interest and self-determination are highly correlated. Our investigations within the groups of students give first hints on how the skills to use the microscope for problem solving can be promoted. The positive factors must be considered in the development and testing of training modules for schools.
