Aktuelles
11.06.2025 - Neue Publikation im peer-review Journal "Journal of Science Education and Technology"
Die Publikation von Marvin Rost, Katharina Resch und Anja Lembens "Using Computational Grounded Theory to Analyze Pre-service Chemistry Teachers’ Reflective Practice Regarding Technology Integration in Classrooms Within a Service-Learning–Oriented Seminar" wurde im Journal of Science Education and Technology veröffentlicht.
Abstract: Integrating digital technologies in science education requires innovative methods to bridge theoretical knowledge and practical classroom application. This study examines a seminar at an Austrian university that was redesigned to address pre-service chemistry teachers’ professional knowledge regarding technology implementation in high school classes via a service-learning approach. By combining questionnaires with formative evaluation through reflective learning diaries, our study captures the multifaceted nature of professional knowledge acquisition. Central to this work is the use of natural language processing within a Computational Grounded Theory framework to analyze students’ reflective diaries. We employed techniques such as word embeddings and topic modeling to extract latent themes and patterns in student texts. We revealed that, despite mixed results from conventional self-report measures and deductive qualitative content analysis, students’ written reflections offered rich insights into their learning processes when we investigated them through the lens of natural language processing. Along the diary entries, our analysis uncovered shifts in emphasis from, e.g., broad cultural perceptions of teaching and learning to more detailed considerations of lesson planning and technology integration. These nuanced insights underscore the complementary value of natural language processing in identifying underlying patterns of reflective practice that traditional assessments may overlook. Although the study is limited by its small sample size and methodological constraints, the findings suggest that incorporating computational techniques can enhance the formative assessment of free writing in teacher education programs. Overall, the results motivate us to advocate for the integration of computational text analysis as a promising tool in evaluating and fostering the complex interplay of professional knowledge and reflective practice in technology-enhanced science education.
Den Text der Publikation finden Sie hier.