Walter is a new Swedish investment service website that uses famous people to represent investment securities. It differs from other websites that typically do not use human as investment options. Previous research exhibits that some users use professional financial advisers that they know as trusted sources; that incorporated information relates to user's investing and information seeking behaviour; and that usability of a website can affect perceived trustworthiness, ease of use, and ease of understandability. Therefore, this study aims to investigate how the profiles of famous people affect the decision making process in long-term investment service website and what information should be incorporated with the profiles. Heuristic evaluation, user testing with think aloud protocol, and interview are used to collect data from both usability experts and end users. Avanza website is used as an example of other websites to compare with Walter. The results show that the profiles can gain participants' interest and the participants tend to be positive towards them. They perceive the profiles as investment options and consider financial information together with their personalities. Additionally, financial information is still necessary for investment and it affects the perception of ease of use, trustworthiness, and understandability of the website. When comparing, Walter seems to be easier to use because of the lower amount of information, but Avanza seems to be more trustworthy because of the higher amount of information and the traditional look. The high amount of information affects the perceived understandability both positively and negatively depending on an individual. Lastly, half of the participants prefer to use Avanza due to the usability issues in Walter. / Walter är en ny svensk investeringstjänst på webben som använder kända personer för att representera värdepapper för investeringar. Den skiljer sig från andra webbplatser som vanligtvis inte använder människor som investeringsalternativ. Tidigare forskning visar att vissa användare använder professionella finansiella rådgivare som de känner till som betrodda källor; den inkorporerade informationen avser användarens investerings- och informationssökande beteende; och att användbarheten hos en webbplats kan påverkaupplevd trovärdighet, användarvänlighet och enkel förståelse. Därför syftar denna studie till att undersöka hur kända personers profiler påverkar beslutsprocessen på lång sikt i en sådan investeringstjänst, samt vilken information som ska införlivas med profilerna. Heuristisk utvärdering, användartest med tänka-högt protokoll och intervju används för att samla in data från både användbarhetsexperter och slutanvändare. Webbplatsen Avanza används som ett exempel på andra webbplatser att jämföra med Walter. Resultaten visaratt profilerna kan få deltagarnas intresse och deltagarna tenderar att vara positiva mot dem. De uppfattar profilerna som investeringsalternativ och överväger finansiell information tillsammans med deras personligheter. Dessutom är finansiell information fortfarande nödvändig för investeringar och det påverkar uppfattningen om användarvänlighet, tillförlitlighet och förståelse för webbplatsen. Vid jämförelse verkar Walter vara lättare att använda på grund av att mindre information visas, men Avanza verkar vara mer pålitligpå grund av att mer informationen visas i samband med det mer traditionella utseendet. Den höga mängden information påverkar den uppfattade förståelsen både positivt och negativt beroende på en individ. Slutligen föredrar hälften av deltagarna att använda Avanza på grund av användbarhetsfrågorna i Walter.

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Cette recherche qualitative avait pour but d’explorer le raisonnement clinique d’infirmières de première ligne en CSSS/CLSC lorsqu’elles priorisent leurs interventions auprès de familles vivant en contexte de vulnérabilité dans le cadre du programme des Services intégrés en périnatalité et pour la petite enfance (SIPPE). Il s’agit d’une étude de cas qui comporte un échantillon intentionnel de sept épisodes de soins impliquant deux infirmières auprès de sept familles en période postnatale lorsqu’elles priorisent leurs interventions. La collecte de données a procédé par méthode think aloud, suivie d’entretiens semi-dirigés auprès des infirmières. Une analyse qualitative des données a été effectuée selon des méthodes interprétatives et par comptage de catégories. Ces dernières ont été formulées et mises en relation en s’inspirant de la modélisation du processus de raisonnement clinique de Tanner (2006) ainsi que des stratégies de raisonnement clinique proposés par Fonteyn (1998). Au terme de cette étude, le processus de raisonnement clinique ne semble pas être différent selon le type de priorité d’intervention auprès de familles en contexte de vulnérabilité, particulièrement lorsque nous distinguons la priorité selon un degré d’urgence (prioritaire ou secondaire). Aussi, nous constatons qu’il existe peu de diversité dans les processus de raisonnement clinique mobilisés à travers les sept épisodes de soins; et qu’un processus narratif de raisonnement est fréquent. Si une famille exprime un besoin urgent, l’infirmière y répond prioritairement. Par ailleurs, lorsque des conditions suggèrent un potentiel accru de vulnérabilité des familles, un mode de raisonnement clinique plus systématique, qui comporte une collecte et une mise en relation d’informations afin de formuler une proposition pour soutenir le passage à l’action, semble être mobilisé pour prioriser l’intervention. Il en est ainsi s’il s’agit d’un premier bébé, que la famille n’utilise pas d’autres ressources formelles de soutien. Autrement, s’il s’agit d’un deuxième bébé et que les familles utilisent d’autres ressources, les infirmières tendent plutôt à appliquer une routine d’intervention SIPPE. Aussi, cette recherche témoigne de l’engagement soutenu des infirmières auprès de familles vivant d’importants défis. Il importe toutefois de soutenir le développement d’un répertoire plus varié de processus de raisonnement clinique afin de renforcer leur capacité de prioriser leur intervention qui se déroule dans un contexte de multiples contraintes organisationnelles et interpersonnelles. / The goal of this qualitative study was to explore the clinical reasoning of primary care nurses in CLSC/CSSS when they set priorities for their interventions with vulnerable families as part of the Integrated Perinatal and Early Childhood Services (SIPPE) program. This case study comprises a purposeful sample of seven postnatal care episodes involving two nurses and seven families. Data were collected using the think-aloud method, followed by semi-structured interviews with nurses. Qualitative data analysis was performed using interpretive methods and category counting. The resulting categories and patterns were developed based on Tanner's (2006) model of clinical judgement in nursing and Fonteyn's (1998) clinical reasoning patterns. Study results suggest that clinical reasoning processes do not differ according to the type of priority, whether the situation is more or less urgent. Moreover, there is diversity in the types of clinical reasoning employed within the seven care episodes; and it appears that a narrative reasoning process is favoured. If a family's needs are urgent, nurses prioritize these needs. When conditions indicate that there is greater potential for vulnerability, a more systematic form of clinical reasoning, identified here as «collecting data to form relationships and to present a proposal for action», is used to prioritize interventions. This pattern is more likely when a first child is involved and when the family is less likely to turn to other support resources. Otherwise, if this is a second child and the family uses other resources, the nurse tends to apply routine SIPPE interventions. Finally, our results suggest that a systemic view of a family's living circumstances, rather than keeping the focus on the infant's well-being, could make it more difficult to set intervention priorities. This study highlights nurses' ongoing commitment to families facing significant challenges. However, it is important to support the development of a broader inventory of clinical reasoning processes to bolster nurses' capacity to prioritize interventions that take place in contexts of multiple organizational constraints.

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Made available in DSpace on 2016-04-28T18:22:13Z (GMT). No. of bitstreams: 1 Sandra Helena Goncalves Nogueira.pdf: 2563411 bytes, checksum: 48a4db08444370d884e9047759981273 (MD5) Previous issue date: 2010-10-15 / Secretaria da Educação do Estado de São Paulo / This thesis focuses on the study of reading comprehension of literary texts by means of the practice of group think-aloud (Zanotto, 1998), thus allowing for the creation of room for critical reading to take place by students of the 8th grade Elementary School in Sao Paulo. Since literary texts often present metaphors, and considering that a number of Brazilian public schools do not train students on such reading abilities (Kleiman, 1998), I sought deeper theoretical background on the new view of conceptual metaphor (Lakoff & Turner,1989) with the aim of contributing to the development of reading comprehension of literary texts. The research carried out followed the critical action research methodology (Kincheloe, 1997), within the qualitative research paradigm, interpretative in nature (Bortoni-Ricardo, 2008). The investigation focused on my own actions as a mediator of the students voices whilst these were thinking aloud in groups on the subjects of the literary texts being interpreted in the classroom. The instruments used to collect data were the technique of group think aloud as well as reflective diaries. Data analysis investigated the paths taken by the students of this Elementary School class, considering the importance of metaphors as revealing instances of the human aptitude for making sense (Steen, 1994), and taking into account that the reader, within their cultural context, has the subjective freedom to understand the metaphoric effect. The school universe, stage of great cultural diversity, is the appropriate environment for the development of the social, cultural and identity nature of the students. Results show the mechanisms employed by the readers to understand and interpret the texts that develop the students critical reading. Results also show that the group think-aloud fostered spaces for the argumentation of ideas, besides stimulating the reflection of aspects of identity, and facilitating the understanding of the metaphors found in the literary texts / Este trabalho está centrado no estudo da leitura e da interpretação de textos literários por meio da prática do pensar alto em grupo (Zanotto, 1998), propiciando, assim, espaços de leitura crítica feita por alunos da 8ª série do Ensino Fundamental. Como os textos literários apresentam muitas metáforas e boa parte das escolas públicas brasileiras não capacita seus alunos para as habilidades de leitura (Kleiman, 1998), busquei um maior aprofundamento da nova visão da metáfora conceptual (Lakoff & Turner,1989) com o objetivo de contribuir para o desenvolvimento da leitura e compreensão de textos literários. Desenvolvi a pesquisa-ação crítica (Kincheloe, 1997) com metodologia qualitativa, de natureza interpretativista (Bortoni-Ricardo, 2008), focalizando minha ação como mediadora das vozes do alunos pensando alto, em grupo, sobre a interpretação de textos literários em sala de aula. Os instrumentos utilizados para a coleta de dados foram a técnica do pensar alto em grupo e o diário reflexivo. A análise de dados investigou o caminho percorrido pelos alunos do Ensino Fundamental, considerando a importância da metáfora como uma instância reveladora da capacidade humana de fazer sentido (Steen, 1994), levando em conta que o leitor inserido em um contexto cultural possui liberdade subjetiva para compreender o efeito metafórico. O universo escolar, palco de grande diversidade cultural, é o ambiente propício para o desenvolvimento da natureza social, cultural e identitária dos alunos. Os resultados mostram os mecanismos usados pelos leitores para a compreensão e interpretação dos textos que colaboraram no desenvolvimento da leitura crítica dos alunos no qual o pensar alto em grupo propiciou espaços para a argumentação de ideias, estimulou a reflexão de aspectos identitários e facilitou a compreensão das metáforas contidas nos textos literários

Made available in DSpace on 2016-04-28T18:22:17Z (GMT). No. of bitstreams: 1 Lilian Polo de Queiroz Macedo.pdf: 1218157 bytes, checksum: 7ec4c904a703583da8685b8be2f23c60 (MD5) Previous issue date: 2011-05-19 / Secretaria da Educação do Estado de São Paulo / In general terms, this research aims at investigating my pedagogical practice in a social reading event of Indigenous tales from the Amazon region, as a means to contributing to the education of students as readers, and as a means to honoring the Indigenous culture in the classroom (Mello, 2008, Santilli, 2000, Coelho, 2003). This research is developed within the area of Applied Linguistics, and, by using the research technique and literacy practice of Group Think Aloud (Zanotto,1997, 2000), it investigates two experiences of Amazon tale readings. The investigation was carried out as critical action research (Kincheloe,1997), by means qualitative research of the interpretive type (Chizzotti,2006, Bortoni-Ricardo,2008, Moita Lopes,1996). My own practice as teacher of reading, mediating discussions on the subject of the texts that generate debates about the Indigenous people and their culture - in experiences of the Group Think Aloud (Zanotto,1995,1998) was the focus of investigation. The Group Think Aloud was proposed and has been investigated by GEIM (Study Group of Indeterminacy and Metaphor). The current research was carried out with 22 students in a classroom of EJA (Adult and Youth Education) in a State School in the southern region of Sao Paulo. Data generated by means of Group Think Aloud (Zanotto,1997,2000), semi-standardized interviews (André and Ludke, 2004; Flick, 2009) and retrospective questionnaire (Queiroz,2009) unveiled the following results: 1) Group Think Aloud is an important ally in the education of readers, building their argumentative ability; and in the collaborative construction of meanings of a text; 2) There were changes in my practice since I began to value my students opinions, to give them voice and to see questions as powerful tools in the process of knowledge construction; 3) The Amazon Indigenous tales are effective texts to discuss the Indigenous peoples and their cultures, making room for cultural pluralism in the classroom; 4) In every discussion about the tales, students despite not knowing the Indigenous cultures well showed great interest, respect and admiration for the Indigenous citizen / Esta pesquisa tem como objetivo geral investigar minha prática pedagógica, num evento social de leitura de lendas indígenas amazônicas, como forma de contribuição para a formação do aluno como leitor e para a valorização da cultura indígena em sala de aula (Mello, 2008, Santilli, 2000, Coelho, 2003). Este trabalho se insere na área da Linguística Aplicada e por meio da técnica de pesquisa e prática de letramento do Pensar Alto em Grupo (Zanotto, 1997, 2000) investiga duas vivências dessa prática com a leitura de lendas indígenas amazônicas. Foi desenvolvida a pesquisa-ação crítica (Kincheloe, 1997), com metodologia qualitativa, do tipo interpretativista (Chizzotti, 2006, Bortoni-Ricardo, 2008, Moita Lopes, 1996), com enfoque em minha ação como professora de leitura mediando discussões dos alunos em vivências do Pensar Alto em Grupo sobre textos que geram discussões sobre o índio e sua cultura. O Pensar alto em Grupo foi proposto por Zanotto (1995, 1998) e tem sido investigado pelo GEIM (Grupo de Estudos da Indeterminação e da Metáfora). A pesquisa foi realizada com 22 alunos de uma sala de aula da modalidade EJA (Educação de Jovens e Adultos) de uma escola pública estadual da Zona Sul da cidade de São Paulo Os dados gerados através do Pensar Alto em Grupo (Zanotto, 1997, 2000), da entrevista semipadronizada (André e Ludke, 2004, Flick, 2009) e do questionário retrospectivo (Queiroz, 2009) evidenciaram como resultados: 1) O Pensar Alto em Grupo é um importante aliado para a formação do aluno como leitor, da sua capacidade argumentativa e da construção colaborativa de sentidos de um texto; 2) Houve mudanças em minha prática, comecei a valorizar meus alunos, dar voz a eles e ver nas perguntas um instrumento eficaz no processo de construção do conhecimento; 3) As lendas indígenas amazônicas são eficientes textos para se discutir sobre o índio e sua cultura, dando espaço para o pluralismo cultural em sala de aula; 4) Em todas as discussões sobre as lendas, os alunos, apesar de não conhecerem de perto a cultura indígena, mostraram ter grande interesse, respeito e admiração pelo cidadão indígena

[EN] Software development projects are diverse in nature. For this reason, software companies are often forced to define their methods in-house. In order to define methods efficiently and effectively, software companies require systematic solutions that are built upon sound methodical foundations. Providing these solutions is the main goal of the Method Engineering discipline. Method Engineering is the discipline to design, construct, and adapt methods, techniques, and tools for the development of information systems. Over the last two decades, a lot of research work has been performed in this area. However, despite its potential benefits, Method Engineering is not widely used in industrial settings. Some of the causes of this reality are the high theoretical complexity of Method Engineering and the lack of adequate software support. In this thesis, we aim to mitigate some of the problems that affect Method Engineering by providing a novel methodological approach that is built upon Model-Driven Engineering (MDE) foundations. The use of MDE enables a rise in abstraction, automation, and reuse that allows us to alleviate the complexity of our Method Engineering approach. Furthermore, by leveraging MDE techniques (such as metamodeling, model transformations, and models at runtime), our approach supports three phases of the Method Engineering lifecycle: design, implementation, and execution. This is unlike traditional Method Engineering approaches, which, in general, only support one of these phases. In order to provide software support for our proposal, we developed a Computer-Aided Method Engineering (CAME) environment that is called MOSKitt4ME. To ensure that MOSKitt4ME offered the necessary functionality, we identified a set of functional requirements prior to developing the tool. Then, after these requirements were identified, we defined the architecture of our CAME environment, and, finally, we implemented the architecture in the context of Eclipse. The thesis work was evaluated by means of a study that involved the participation of end users. In this study, MOSKitt4ME was assessed by means of the Technology Acceptance Model (TAM) and the Think Aloud method. While the TAM allowed us to measure usefulness and ease of use in a subjective manner, the Think Aloud method allowed us to analyze these measures objectively. Overall, the results were favorable. MOSKitt4ME was highly rated in perceived usefulness and ease of use; we also obtained positive results with respect to the users' actual performance and the difficulty experienced. / [ES] Los proyectos de desarrollo de software son diversos por naturaleza. Por este motivo, las compañías de software se ven forzadas frecuentemente a definir sus métodos de manera interna. Para poder definir métodos de forma efectiva y eficiente, las compañías necesitan soluciones sistemáticas que estén definidas sobre unos fundamentos metodológicos sólidos. Proporcionar estas soluciones es el principal objetivo de la Ingeniería de Métodos. La Ingeniería de Métodos es la disciplina que aborda el diseño, la construcción y la adaptación de métodos, técnicas y herramientas para el desarrollo de sistemas de información. Durante las dos últimas décadas, se ha llevado a cabo mucho trabajo de investigación en esta área. Sin embargo, pese a sus potenciales beneficios, la Ingeniería de Métodos no se aplica ampliamente en contextos industriales. Algunas de las principales causas de esta situación son la alta complejidad teórica de la Ingeniería de Métodos y la falta de un apropiado soporte software. En esta tesis, pretendemos mitigar algunos de los problemas que afectan a la Ingeniería de Métodos proporcionando una propuesta metodológica innovadora que está basada en la Ingeniería Dirigida por Modelos (MDE). El uso de MDE permite elevar el nivel de abstracción, automatización y reuso, lo que posibilita una reducción de la complejidad de nuestra propuesta. Además, aprovechando técnicas de MDE (como por ejemplo el metamodelado, las transformaciones de modelos y los modelos en tiempo de ejecución), nuestra aproximación da soporte a tres fases del ciclo de vida de la Ingeniería de Métodos: diseño, implementación y ejecución. Esto es a diferencia de las propuestas existentes, las cuales, por lo general, sólo dan soporte a una de estas fases. Con el objetivo de proporcionar soporte software para nuestra propuesta, implementamos una herramienta CAME (Computer-Aided Method Engineering) llamada MOSKitt4ME. Para garantizar que MOSKitt4ME proporcionaba la funcionalidad necesaria, definimos un conjunto de requisitos funcionales como paso previo al desarrollo de la herramienta. Tras la definción de estos requisitos, definimos la arquitectura de la herramienta CAME y, finalmente, implementamos la arquitectura en el contexto de Eclipse. El trabajo desarrollado en esta tesis se evaluó por medio de un estudio donde participaron usuarios finales. En este estudio, MOSKitt4ME se evaluó por medio del Technology Acceptance Model (TAM) y del método Think Aloud. Mientras que el TAM permitió medir utilidad y facilidad de uso de forma subjetiva, el método Think Aloud permitió analizar estas medidas objetivamente. En general, los resultados obtenidos fueron favorables. MOSKitt4ME fue valorado de forma positiva en cuanto a utilidad y facilidad de uso percibida; además, obtuvimos resultados positivos en cuanto al rendimiento objetivo de los usuarios y la dificultad experimentada. / [CAT] Els projectes de desenvolupament de programari són diversos per naturalesa. Per aquest motiu, les companyies es veuen forçades freqüenment a definir els seus mètodes de manera interna. Per poder definir mètodes de forma efectiva i eficient, les companyies necessiten solucions sistemàtiques que estiguin definides sobre uns fundaments metodològics sòlids. Proporcionar aquestes solucions és el principal objectiu de l'Enginyeria de Mètodes. L'Enginyeria de Mètodes és la disciplina que aborda el diseny, la construcció i l'adaptació de mètodes, tècniques i eines per al desenvolupament de sistemes d'informació. Durant les dues últimes dècades, s'ha dut a terme molt de treball de recerca en aquesta àrea. No obstant, malgrat els seus potencials beneficis, l'Enginyeria de Mètodes no s'aplica àmpliament en contextes industrials. Algunes de les principals causes d'aquesta situació són l'alta complexitat teòrica de l'Enginyeria de Mètodes i la falta d'un apropiat suport de programari. En aquesta tesi, pretenem mitigar alguns dels problemes que afecten a l'Enginyeria de Mètodes proporcionant una proposta metodològica innovadora que està basada en l'Enginyeria Dirigida per Models (MDE). L'ús de MDE ens permet elevar el nivell d'abstracció, automatització i reutilització, possibilitant una reducció de la complexitat de la nostra proposta. A més a més, aprofitant tècniques de MDE (com per exemple el metamodelat, les transformacions de models i els models en temps d'execució), la nostra aproximació suporta tres fases del cicle de vida de l'Enginyeria de Mètodes: diseny, implementació i execució. Açò és a diferència de les propostes existents, les quals, en general, només suporten una d'aquestes fases. Amb l'objectiu de proporcionar suport de programari per a la nostra proposta, implementàrem una eina CAME (Computer-Aided Method Engineering) anomenada MOSKitt4ME. Per garantir que MOSKitt4ME oferia la funcionalitat necessària, definírem un conjunt de requisits funcionals com a pas previ al desenvolupament de l'eina. Després de la definició d'aquests requisits, definírem la arquitectura de l'eina CAME i, finalment, implementàrem l'arquitectura en el contexte d'Eclipse. El treball desenvolupat en aquesta tesi es va avaluar per mitjà d'un estudi on van participar usuaris finals. En aquest estudi, MOSKitt4ME es va avaluar per mitjà del Technology Acceptance Model (TAM) i el mètode Think Aloud. Mentre que el TAM va permetre mesurar utilitat i facilitat d'ús de manera subjectiva, el mètode Think Aloud va permetre analitzar aquestes mesures objectivament. En general, els resultats obtinguts van ser favorables. MOSKitt4ME va ser valorat de forma positiva pel que fa a utilitat i facilitat d'ús percebuda; a més a més, vam obtenir resultats positius pel que fa al rendiment objectiu dels usuaris i a la dificultat experimentada. / Cervera Úbeda, M. (2015). A Model-Driven Approach for the Design, Implementation, and Execution of Software Development Methods [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/53931 / TESIS

Two different focus groups in primary schools in Uganda participated in this study to investigate critical aspects of usability comparing two different educational mobile applications. The first group was already familiar with both applications, while the second group had no previous experiences of the applications. Furthermore, interviews were performed with a head teacher as well as two CEOs and founders of two start ups developing educational mobile applications for children, in order to investigate challenges with implementation of mobile learning in schools in Uganda. The results showed that one of the applications was not fully compatible with the devices used by the target group and that swiping was perceived less natural than clicking. Regarding organizational factors of implementation in schools, financial limitations and insufficient computer literacy among employees were revealed as critical obstacles. Moreover, improvements of the method used during the user tests with children in foreign contexts are discussed. / I denna studie deltog två fokusgrupper med barn från två olika grundskolor i Uganda för att undersöka kritiska aspekter gällande användarvänlighet genom att jämföra två mobilapplikationer som används i utbildningssammanhang. Den första gruppen var redan bekant med båda applikationerna, medan den andra gruppen var obekant med applikationerna. Vidare undersöktes utmaningar med implementation av mobile learning i grundskolor i Uganda genom intervjuer med en rektor från en ugandiansk grundskola samt två VDs tillika grundare från två ugandianska edTech-start-ups. Resultaten visade att en av applikationerna inte var fullständigt kompatibel med de enheter som användes av målgruppen i Uganda samt att "swipea" uppfattades mindre naturligt än att klicka. Gällande organisatoriska faktorer av implementering i skolorna visades finansiella begränsningar och anställdas otillräckliga datakunskap vara kritiska hinder. Utöver resultaten som ämnar svara på de definierade frågeställningarna diskuteras förbättringar av metoden som användes för användartesterna, i syfte att ge riktlinjer till framtida projekt i liknande sammanhang.

Diagramme phylogenetischer Verwandtschaft (DpV) modellieren Hypothesen zu evolutiven Verwandtschaftsverhältnissen von Arten oder Populationen. Das Interpretieren und Vergleichen von DpV wird als Tree-Reading bezeichnet und ist essentiell für das Evolutionsverständnis. DpV werden in der Wissenschaft als Modelle verwendet, um Wissen zu kommunizieren (medialer Modelleinsatz) und neue Erkenntnisse zu generieren (methodischer Modelleinsatz). Im Biologieunterricht werden Modelle oft nur medial eingesetzt. Während Wissenschaftler:innen mit einschlägigem Forschungsschwerpunkt die wissenschaftlich erforderlichen Ausprägungen von Tree-Reading vorweisen, weichen Lernende mit oberflächlichen oder wissenschaftlich inadäquaten Aussagen zu DpV häufig davon ab. Die vorliegende Studie untersucht anhand verbaler und visueller Daten, inwiefern der Erfahrungsgrad mit DpV und der Modelleinsatz bei Tree-Reading-Prozessen interagieren. Wissenschaftler:innen mit hohem Erfahrungsgrad mit DpV (n = 10) und Studierende des Master of Education Biologie mit niedrigem Erfahrungsgrad (n = 15) bearbeiteten Aufgaben, in denen DpV im medialen oder im methodischen Modelleinsatz eingebettet waren. Die Studierenden zeigten heterogene Tree-Reading-Prozesse, die sich teilweise nicht von denen von Wissenschaftler:innen unterschieden. Dies lässt sich mit dem Revised STREAM (Schramm, Jose, & Schmiemann, 2021) erklären, das Tree-Reading in fünf Dimensionen einteilt, die in unterschiedlicher Ausprägung beherrscht werden können. Entsprechend sollte Tree-Reading bei Lernenden individuell gefördert werden, um das Evolutionsverständnis und das Verständnis gesellschaftsrelevanter Themen zu stärken. Die vorliegende Studie bietet erstmals umfassende Einblicke in Tree-Reading-Prozesse und ist damit Ausgangspunkt für tiefergehende Untersuchungen der einzelnen Aspekte. / Phylogenetic trees (PT) model hypotheses about evolutionary relationships among species or populations. Interpreting and comparing PT is defined as tree reading and is essential for understanding evolution. PT as models are used in science to communicate knowledge (medial perspective) and to generate new insights (methodical perspective). In biology classrooms, model use is often limited to the medial perspective. While experienced scientists exhibit scientifically adequate tree reading, learners often show superficial and scientifically inadequate tree reading. Based on verbal and visual data the present study investigates how the degree of experience with PT and the perspective from which models are used interact in tree reading processes. Scientists with a high degree of experience with PT (n = 10) and pre-service biology teachers with low degree of experience (n = 15) solved tasks with medially and methodically embedded PT, respectively. Pre-service teachers showed heterogeneous tree reading processes, which sometimes did not differ from scientists’ processes. This is in line with the Revised STREAM (Schramm, Jose, & Schmiemann, 2021) dividing tree reading into five dimensions that learners can master on differing levels. Corresponding to these findings, learners’ tree reading skills should be fostered individually to strengthen understanding of evolution and socially relevant issues. The present study provides unique and comprehensive insights into tree reading processes and thus represents a starting point for more profound investigation of the found aspects.

No description available.