TY - JOUR A1 - Wulff, Peter A1 - Mientus, Lukas A1 - Nowak, Anna A1 - Borowski, Andreas T1 - Utilizing a pretrained language model (BERT) to classify preservice physics teachers' written reflections JF - International journal of artificial intelligence in education N2 - Computer-based analysis of preservice teachers' written reflections could enable educational scholars to design personalized and scalable intervention measures to support reflective writing. Algorithms and technologies in the domain of research related to artificial intelligence have been found to be useful in many tasks related to reflective writing analytics such as classification of text segments. However, mostly shallow learning algorithms have been employed so far. This study explores to what extent deep learning approaches can improve classification performance for segments of written reflections. To do so, a pretrained language model (BERT) was utilized to classify segments of preservice physics teachers' written reflections according to elements in a reflection-supporting model. Since BERT has been found to advance performance in many tasks, it was hypothesized to enhance classification performance for written reflections as well. We also compared the performance of BERT with other deep learning architectures and examined conditions for best performance. We found that BERT outperformed the other deep learning architectures and previously reported performances with shallow learning algorithms for classification of segments of reflective writing. BERT starts to outperform the other models when trained on about 20 to 30% of the training data. Furthermore, attribution analyses for inputs yielded insights into important features for BERT's classification decisions. Our study indicates that pretrained language models such as BERT can boost performance for language-related tasks in educational contexts such as classification. KW - Reflective writing KW - NLP KW - Deep learning KW - Science education Y1 - 2022 U6 - https://doi.org/10.1007/s40593-022-00290-6 SN - 1560-4292 SN - 1560-4306 IS - 33 SP - 439 EP - 466 PB - Springer CY - New York ER - TY - GEN A1 - Mientus, Lukas A1 - Hume, Anne Christine A1 - Wulff, Peter A1 - Meiners, Antoinette A1 - Borowski, Andreas T1 - Modelling STEM Teachers’ Pedagogical Content Knowledge in the Framework of the Refined Consensus Model: A Systematic Literature Review T2 - Zweitveröffentlichungen der Universität Potsdam : Mathematisch-Naturwissenschaftliche Reihe N2 - Science education researchers have developed a refined understanding of the structure of science teachers’ pedagogical content knowledge (PCK), but how to develop applicable and situation-adequate PCK remains largely unclear. A potential problem lies in the diverse conceptualisations of the PCK used in PCK research. This study sought to systematize existing science education research on PCK through the lens of the recently proposed refined consensus model (RCM) of PCK. In this review, the studies’ approaches to investigating PCK and selected findings were characterised and synthesised as an overview comparing research before and after the publication of the RCM. We found that the studies largely employed a qualitative case-study methodology that included specific PCK models and tools. However, in recent years, the studies focused increasingly on quantitative aspects. Furthermore, results of the reviewed studies can mostly be integrated into the RCM. We argue that the RCM can function as a meaningful theoretical lens for conceptualizing links between teaching practice and PCK development by proposing pedagogical reasoning as a mechanism and/or explanation for PCK development in the context of teaching practice. T3 - Zweitveröffentlichungen der Universität Potsdam : Mathematisch-Naturwissenschaftliche Reihe - 1273 KW - pedagogical content knowledge (PCK) KW - refined consensus model (RCM) KW - pedagogical reasoning KW - teaching practice KW - science teaching KW - literature review Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-569127 SN - 1866-8372 SP - 1 EP - 25 ER - TY - JOUR A1 - Mientus, Lukas A1 - Hume, Anne A1 - Wulff, Peter A1 - Meiners, Antoinette A1 - Borowski, Andreas T1 - Modelling STEM teachers’ pedagogical content knowledge in the framework of the refined consensus model BT - A systematic literature review JF - Education Sciences : open access journal N2 - Science education researchers have developed a refined understanding of the structure of science teachers’ pedagogical content knowledge (PCK), but how to develop applicable and situation-adequate PCK remains largely unclear. A potential problem lies in the diverse conceptualisations of the PCK used in PCK research. This study sought to systematize existing science education research on PCK through the lens of the recently proposed refined consensus model (RCM) of PCK. In this review, the studies’ approaches to investigating PCK and selected findings were characterised and synthesised as an overview comparing research before and after the publication of the RCM. We found that the studies largely employed a qualitative case-study methodology that included specific PCK models and tools. However, in recent years, the studies focused increasingly on quantitative aspects. Furthermore, results of the reviewed studies can mostly be integrated into the RCM. We argue that the RCM can function as a meaningful theoretical lens for conceptualizing links between teaching practice and PCK development by proposing pedagogical reasoning as a mechanism and/or explanation for PCK development in the context of teaching practice. KW - pedagogical content knowledge (PCK) KW - refined consensus model (RCM) KW - pedagogical reasoning KW - teaching practice KW - science teaching KW - literature review Y1 - 2022 U6 - https://doi.org/10.3390/educsci12060385 SN - 2227-7102 VL - 12 SP - 1 EP - 25 PB - MDPI CY - Basel, Schweiz ET - 6 ER -