Beurteilung der Dimensionalität und strukturellen Stabilität der Reflexionsfähigkeit angehender Naturwissenschaftslehrkräfte

This study examines the reflective ability—the ability to reflect with quality on a lesson’s aspects—of pre-service students teachers. The present study pursues a subject-specific focus in the natural sciences, as there have been only a few such studies to this date. To this end, the students conduct two different 90 min lessons, each featuring distinct experiments from the fields of biology and chemistry, but with the identical learning objective of scientific experimentation as a method of acquiring knowledge. Subsequent to the lesson, the students engage in subject-specific reflection on the lessons. It is determined whether the structure of the subject-specific reflection ability can be consistently recorded and to what extent this structure is stable over multiple teaching situations. In addition, the study examines which dimensionality is empirically identifiable. A total of 61 pre-service science teachers in the integrative subject of science and technology at lower secondary level were examined. A standardized instrument was developed to measure the breadth and depth of reflection. It comprises 17 items that focus on subject-specific aspects of reflection. Data was collected through semi-structured guided interviews, which were analyzed using qualitative content analysis. The analysis of the structure suggests a one-dimensional construct for the ability to engage in subject-specific reflection. Multidimensional models based in theory are not supported by the data. This one-dimensional structure can be identified in a comparable manner in both experimental situations. The findings indicate a structural stability of the measured ability across both reflection occasions. The results are discussed against the background that, despite the survey’s rigorous control, the volatility of such teaching situations poses a major methodological challenge for measuring reflection. This raises the question of how many teaching situations would be necessary for a valid and reliable assessment of the ability to engage in subject-specific reflection.