Effects of heterogeneity simulations on beliefs.

Autor/inn/en	Baier-Mosch, Franziska; Dignath, Charlotte; Kunter, Mareike
Titel	Effects of heterogeneity simulations on beliefs.
Quelle	In: Learning and instruction, (2026) 101, Art. 102258, 10 S.Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1873-3263
DOI	10.25656/01:34737 10.1016/j.learninstruc.2025.102258
URN	urn:nbn:de:0111-pedocs-347371
Schlagwörter	Lehrerbildung; Unterricht; Heterogenität
Abstract	Background: Teaching strategies that consider the heterogeneity of students' prior knowledge, such as differentiated instruction, are an important feature of teaching quality, but are still rarely implemented by teachers in schools. Simulations could be an approach to provide pre-service teachers with the experience of heterogeneity and thereby positively influence their beliefs about the importance of teaching that responds to the heterogeneity of students. Aims: We investigated the impact of a text-based heterogeneity simulation on pre-service teachers' beliefs about the importance of teaching that addresses students' heterogeneity. Samples: We conducted two experiments, with n = 156 pre-service teachers participating in the first study and n = 152 pre-service teachers participating in the second study (replication). Methods: In the heterogeneity simulation condition, pre-service teachers experienced what it is like to be part of a group of heterogeneous learners with different levels of prior knowledge. This condition was compared with a condition in which pre-service teachers read a scientific text on heterogeneity and with a control condition in which pre-service teachers did not deal with the topic of heterogeneity. Results: The participants' beliefs about the importance of responding to school students' heterogeneity increased significantly in the first study in the heterogeneity simulation condition. This increase narrowly missed statistical significance in the second study. In both studies, pre-service teachers' beliefs about the importance of responding to school students' heterogeneity did not increase in the heterogeneity text condition and the control condition. Conclusions: Future research should further investigate the potential of heterogeneity simulations. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/3