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Für die Entwicklung professioneller Handlungskompetenzen angehender Lehrkräfte stellt die Unterrichtsreflexion ein wichtiges Instrument dar, um Theoriewissen und Praxiserfahrungen in Beziehung zu setzen. Die Auswertung von Unterrichtsreflexionen und eine entsprechende Rückmeldung stellt Forschende und Dozierende allerdings vor praktische wie theoretische Herausforderungen. Im Kontext der Forschung zu Künstlicher Intelligenz (KI) entwickelte Methoden bieten hier neue Potenziale. Der Beitrag stellt überblicksartig zwei Teilstudien vor, die mit Hilfe von KI-Methoden wie dem maschinellen Lernen untersuchen, inwieweit eine Auswertung von Unterrichtsreflexionen angehender Physiklehrkräfte auf Basis eines theoretisch abgeleiteten Reflexionsmodells und die automatisierte Rückmeldung hierzu möglich sind. Dabei wurden unterschiedliche Ansätze des maschinellen Lernens verwendet, um modellbasierte Klassifikation und Exploration von Themen in Unterrichtsreflexionen umzusetzen. Die Genauigkeit der Ergebnisse wurde vor allem durch sog. Große Sprachmodelle gesteigert, die auch den Transfer auf andere Standorte und Fächer ermöglichen. Für die fachdidaktische Forschung bedeuten sie jedoch wiederum neue Herausforderungen, wie etwa systematische Verzerrungen und Intransparenz von Entscheidungen. Dennoch empfehlen wir, die Potenziale der KI-basierten Methoden gründlicher zu erforschen und konsequent in der Praxis (etwa in Form von Webanwendungen) zu implementieren.
The radiation belts of the Earth, filled with energetic electrons, comprise complex and dynamic systems that pose a significant threat to satellite operation. While various models of electron flux both for low and relativistic energies have been developed, the behavior of medium energy (120-600 keV) electrons, especially in the MEO region, remains poorly quantified. At these energies, electrons are driven by both convective and diffusive transport, and their prediction usually requires sophisticated 4D modeling codes. In this paper, we present an alternative approach using the Light Gradient Boosting (LightGBM) machine learning algorithm. The Medium Energy electRon fLux In Earth's outer radiatioN belt (MERLIN) model takes as input the satellite position, a combination of geomagnetic indices and solar wind parameters including the time history of velocity, and does not use persistence. MERLIN is trained on >15 years of the GPS electron flux data and tested on more than 1.5 years of measurements. Tenfold cross validation yields that the model predicts the MEO radiation environment well, both in terms of dynamics and amplitudes o f flux. Evaluation on the test set shows high correlation between the predicted and observed electron flux (0.8) and low values of absolute error. The MERLIN model can have wide space weather applications, providing information for the scientific community in the form of radiation belts reconstructions, as well as industry for satellite mission design, nowcast of the MEO environment, and surface charging analysis.
Reflecting in written form on one's teaching enactments has been considered a facilitator for teachers' professional growth in university-based preservice teacher education. Writing a structured reflection can be facilitated through external feedback. However, researchers noted that feedback in preservice teacher education often relies on holistic, rather than more content-based, analytic feedback because educators oftentimes lack resources (e.g., time) to provide more analytic feedback. To overcome this impediment to feedback for written reflection, advances in computer technology can be of use. Hence, this study sought to utilize techniques of natural language processing and machine learning to train a computer-based classifier that classifies preservice physics teachers' written reflections on their teaching enactments in a German university teacher education program. To do so, a reflection model was adapted to physics education. It was then tested to what extent the computer-based classifier could accurately classify the elements of the reflection model in segments of preservice physics teachers' written reflections. Multinomial logistic regression using word count as a predictor was found to yield acceptable average human-computer agreement (F1-score on held-out test dataset of 0.56) so that it might fuel further development towards an automated feedback tool that supplements existing holistic feedback for written reflections with data-based, analytic feedback.