Asking the right question - Using different types of student feedback in developing ePCK for in-service biology teachers in dynamic teaching environments at school and at university

Hartmuth, Daniel; Schlichting, Daniel; Haudenschild, Jonathan; Küchenhoff, Helmut; Neuhaus, Birgit J. (2025): Asking the right question - Using different types of student feedback in developing ePCK for in-service biology teachers in dynamic teaching environments at school and at university. Cogent Education, 12 (1): 2590918. ISSN 2331-186X

Abstract

In science education research, the RCM (refined consensus model of Pedagogical Content Knowledge) conceptualizes ePCK (enacted Pedagogical Content Knowledge) as an emergent situation-specific property, influenced by domain-specific factors (content knowledge, skills) and generic factors (cognitive activation, constructive support, classroom management). In-service teachers develop ePCK by iterating a plan-teach-reflect cycle. Student feedback, especially digital summarising feedback, supports this process. However, it remains unclear whether a simple question feedback, differentiated feedback, or a grand rubric score best improves teaching across educational levels. While student feedback on teaching quality is valuable, identifying the most effective feedback type for enhancing ePCK—especially when comparing high-school and university settings—remains unresolved. We analyzed three types of digital summative feedback (a simple question, differentiated responses, and a grand rubric score) from 56 high-school lessons and 175 university lectures in a within-subject design, examining correlations among these feedback types. Students’ overall impression of lesson quality was highly correlated with differentiated feedback. A grand rubric score derived from this feedback could substitute for the single unspecific question. Results are consistent across both educational levels. A single-question feedback method may suffice for practical integration into the plan-teach-reflect cycle. However, the lack of detailed insights requires iterative feedback. Given the limited reliability of high-school data, further studies with in-service teachers are necessary. We emphasize the dynamic nature of the plan-teach-reflect cycle and propose student feedback as a key tool for sustaining instructional improvement throughout a teacher’s career.

• Dokumententyp: Artikel (LMU)
• Organisationseinheit (Fakultäten): 19 Biologie
• DFG-Fachsystematik der Wissenschaftsbereiche: Lebenswissenschaften
• DFG: Gefördert durch die Deutsche Forschungsgemeinschaft (DFG) - 49