Abstracts - Earli

structure-property relations? Design based research was used to analyse and improve theeffectiveness of the design principles and the framework. The design of a teaching learningsequence within the unit is based on a theoretical and empirical basis (a study of the authenticpractice of chemists in this subject). The detailed design of the teaching and learning process waselaborated in a set of argued expectations about the functioning of the unit, predicting andtheoretically justifying. These expectations were used for the planning of the evaluation. Theresults of the study provide evidence for the effectiveness of (elements of) of the theoreticalframework of design principles when using authentic cases. The results also show that studentshave difficulties in learning and using the abstract concepts of the meso and submicro structuresThe role of tutoring behavior and learners’ expertise in Problem-Based LearningUlrike Unterbruner, University of Salzburg, AustriaJoerg Zumbach, University of Salzburg, AustriaBärbel Ditton, University of Heidelberg, GermanyKarin Haider, University of Salzburg, AustriaIn this contribution we examine the role of tutoring behavior and learners’ expertise in Problem-Based Learning. Problem-Based Learning (PBL; cf. Zumbach, 2003) is an interdisciplinary,collaborative, and situated learning approach that contributes to meaningful and successfullearning and teaching within authentic learning environments. Nevertheless, several factorsdirectly and indirectly affect problem-based learning, such as case or problem design, learninggroup characteristics, the role and expertise of tutors, and learner characteristics. The researchpresented here addresses issues of tutoring behavior and the level of students’ expertise within aBlended Learning PBL-scenario. In a 2x2-designed experiment, we analyzed the influence of tutorcharacteristics (tutors with expertise vs. tutors without expertise within the learning domain) onlearners with different levels of prior knowledge (beginners vs. advanced learners within thelearning domain). While our prior studies on novice learners revealed advantages of expert tutorson learners’ knowledge acquisition, the research presented here reveals some benefits of nonexperttutoring in problem-solving groups with advanced learners.Problem-oriented learning and reflection prompts in teacher education: Enhancing knowledgeabout cooperative learningUlrike-Marie Krause, University of Saarland, GermanyRobin Stark, University of Saarland, GermanyAlthough cooperative learning can promote knowledge acquisition, social aspects, and motivation,group work in class is rather scarce and sometimes lacks efficiency because of inadequateimplementation. Therefore, we conceived an e-learning environment ("EULE") on cooperativelearning for teacher education. Starting point were reports of teachers and teacher trainers andresults of a questionnaire study (N = 156 students of education) that investigated students’concepts of cooperative learning, especially misconceptions and dysfunctional beliefs (e.g.,fundamental objections or nañve advocacy). EULE explicitly refers to these concepts andsystematically displays theoretical considerations, empirical findings, and practical hints in orderto enhance knowledge on cooperative learning and promote conceptual change. The learningenvironment is supposed to bridge the gap between theory and practice, therefore the didacticalapproach follows principles of problem-oriented learning: Instruction is based on authenticproblems and includes multiple perspectives and contexts; also, the students are instructed to applytheir knowledge to realistic tasks related to lesson planning. Furthermore, diverse learning aids areprovided, such as different task and feedback formats and a glossary. In a small field experiment,– 67 –