Details
| Originalsprache | Deutsch |
|---|---|
| Fachzeitschrift | Zeitschrift für Didaktik der Naturwissenschaften (ZfDN) |
| Jahrgang | 2022 |
| Ausgabenummer | 28 |
| Publikationsstatus | Veröffentlicht - 1 Dez. 2022 |
Abstract
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in: Zeitschrift für Didaktik der Naturwissenschaften (ZfDN), Jahrgang 2022, Nr. 28, 01.12.2022.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review
}
TY - JOUR
T1 - Stages of Concern: Vorerfahrungen, Interessen und Einstellungen von Lehrkräften in Bezug auf Lehr-Lernplattform-gestütztem Unterricht in den Naturwissenschaften
AU - Stürmer-Steinmann, Tatjana Katharina
AU - Fischer, Julian
AU - Scholz, Rüdiger
AU - Neumann, Knut
AU - Weßnigk, Susanne
PY - 2022/12/1
Y1 - 2022/12/1
N2 - The pandemic-related measures highlighted the value of digitalization as a major issue in the education sector. Digital teaching units on teaching-learning platforms can make a decisive contribution in this field. In this study, data collected in summer 2019 on the affective-cognitive processes of examinations of science education using digitally formatted units, implemented on teaching-learning platforms and the particular usage of teaching-learning platforms themselves are re-analysed (N = 83). The study relies on the Stages of Concern (SoC) as a standardized instrument. A cluster analysis helps to identify three specific SoC-profiles in terms of the specific approach to and handling with the digital teaching-learning platforms. Common to all these profiles is that they concentrate on the impact on teaching and the students’ activities. In addition, the analysis shows a traditional use of the platforms in school (subgroup, N = 44 for teachers with access to teaching-learning platforms in school). Furthermore, correlation analyses show that there is no correlation between the type of use and the SoC-Profiles, but there is a correlation between the frequency of use and the SoC-profiles
AB - The pandemic-related measures highlighted the value of digitalization as a major issue in the education sector. Digital teaching units on teaching-learning platforms can make a decisive contribution in this field. In this study, data collected in summer 2019 on the affective-cognitive processes of examinations of science education using digitally formatted units, implemented on teaching-learning platforms and the particular usage of teaching-learning platforms themselves are re-analysed (N = 83). The study relies on the Stages of Concern (SoC) as a standardized instrument. A cluster analysis helps to identify three specific SoC-profiles in terms of the specific approach to and handling with the digital teaching-learning platforms. Common to all these profiles is that they concentrate on the impact on teaching and the students’ activities. In addition, the analysis shows a traditional use of the platforms in school (subgroup, N = 44 for teachers with access to teaching-learning platforms in school). Furthermore, correlation analyses show that there is no correlation between the type of use and the SoC-Profiles, but there is a correlation between the frequency of use and the SoC-profiles
U2 - 10.1007/s40573-022-00149-2
DO - 10.1007/s40573-022-00149-2
M3 - Artikel
VL - 2022
JO - Zeitschrift für Didaktik der Naturwissenschaften (ZfDN)
JF - Zeitschrift für Didaktik der Naturwissenschaften (ZfDN)
SN - 0949-1147
IS - 28
ER -