Scientific ways of thinking and working are already anchored as an important element in elementary school, and relevant skills and the design of effective learning environments are the subject of didactic and learning psychology research. In order to support learners in this area, prospective primary school teachers must build up professional competencies in subject-specific and subject-didactic knowledge during their studies, with diagnostic competence being an important element of these two areas of research. At the same time, it is a frequently lamented deficit area in teacher training, especially in the context of experimentation.
There is currently still a lack of research into theory-based instructional models for teacher training. The learning principle of contrasting and comparing cases appears to be a promising teaching-learning method for generating and applying subject concepts. The project aims to investigate the extent to which contrasting and comparing different cases to the experimental procedure (student protocols) promotes subject-methodological skills for experimentation and the recognition of student errors and the ability to correct errors in prospective primary school teachers.
