{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,17]],"date-time":"2026-02-17T16:08:33Z","timestamp":1771344513077,"version":"3.50.1"},"reference-count":52,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2025,12,2]],"date-time":"2025-12-02T00:00:00Z","timestamp":1764633600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2025,12,2]],"date-time":"2025-12-02T00:00:00Z","timestamp":1764633600000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"funder":[{"DOI":"10.13039\/501100002347","name":"Bundesministerium f\u00fcr Bildung und Forschung","doi-asserted-by":"publisher","award":["16DHB4004"],"award-info":[{"award-number":["16DHB4004"]}],"id":[{"id":"10.13039\/501100002347","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Computer Assisted Learning"],"published-print":{"date-parts":[[2026,2]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Novice teachers often struggle to apply their content and pedagogical content knowledge in real teaching situations, a phenomenon known as the theory\u2013practice gap. Classroom simulations offer an opportunity to bridge this gap by integrating practical, risk\u2010free experiences into early university teacher education. Enriching these simulations with chatbots could enhance this process by providing tailored, adaptive learning support, potentially improving pre\u2010service teachers' diagnostic skills.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objectives<\/jats:title>\n                    <jats:p>\n                      This study investigates pre\u2010service biology teachers' ability to diagnose virtual students' evolutionary explanations in the classroom simulation SCR\n                      <jats:sup>Bio<\/jats:sup>\n                      and the effect of a retrieval\u2010based chatbot system.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      A sample of 107 pre\u2010service biology teachers diagnosed 3153 virtual students' evolutionary explanations using three SCR\n                      <jats:sup>Bio<\/jats:sup>\n                      settings: without a chatbot (SCR\u2010only), with a knowledge bot (SCR\u2010Kbot), and with both a knowledge bot and a process\u2010based feedback bot (SCR\u2010Kbot+Pbot).\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results and Conclusions<\/jats:title>\n                    <jats:p>Pre\u2010service biology teachers were able to broadly categorize student explanations in a classroom simulation; however, they struggled to accurately diagnose specific misconceptions, especially in mixed\u2010scientific responses. Regression analysis revealed that pedagogical content knowledge and cognitive load had a significant influence on judgement accuracy. Although chatbot\u2010based support was accessed more frequently when combined with process prompts (SCR\u2010Kbot+Pbot group), it did not result in significant improvements in accuracy. These findings highlight the need for targeted training for diagnostic skills and suggest that the integration of adaptive digital tools alone may not be sufficient to enhance diagnostic competence without deeper pedagogical embedding.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1002\/jcal.70161","type":"journal-article","created":{"date-parts":[[2025,12,2]],"date-time":"2025-12-02T08:34:06Z","timestamp":1764664446000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Supporting Pre\u2010Service Teachers' Diagnostic Skills: Analysing Judgement Accuracy and Chatbot Impact in a Biology Classroom Simulation"],"prefix":"10.1002","volume":"42","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-9164-9985","authenticated-orcid":false,"given":"Daniela","family":"Fiedler","sequence":"first","affiliation":[{"name":"Department of Biology Education IPN \u2013 Leibniz Institute for Science and Mathematics Education in Kiel  Kiel Germany"},{"name":"Department of Science Education University of Copenhagen  Copenhagen Denmark"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8094-0809","authenticated-orcid":false,"given":"Daniel","family":"Sch\u00f6nle","sequence":"additional","affiliation":[{"name":"Institute for Data Science, Cloud Computing and IT Security Furtwangen University  Furtwangen im Schwarzwald Germany"}]},{"given":"Christoph","family":"Reich","sequence":"additional","affiliation":[{"name":"Institute for Data Science, Cloud Computing and IT Security Furtwangen University  Furtwangen im Schwarzwald Germany"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-6284-9219","authenticated-orcid":false,"given":"Ute","family":"Harms","sequence":"additional","affiliation":[{"name":"Department of Biology Education IPN \u2013 Leibniz Institute for Science and Mathematics Education in Kiel  Kiel 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