Details
| Originalsprache | Englisch |
|---|---|
| Aufsatznummer | 775 |
| Seitenumfang | 23 |
| Fachzeitschrift | Education Sciences |
| Jahrgang | 11 |
| Ausgabenummer | 12 |
| Publikationsstatus | Veröffentlicht - 30 Nov. 2021 |
Abstract
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in: Education Sciences, Jahrgang 11, Nr. 12, 775, 30.11.2021.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review
}
TY - JOUR
T1 - The Framework DiKoLAN (Digital Competencies for Teaching in Science Education) as Basis for the Self-Assessment Tool DiKoLAN-Grid
AU - von Kotzebue, Lena
AU - Meier, Monique
AU - Finger, Alexander
AU - Kremser, Erik
AU - Huwer, Johannes
AU - Thoms, Lars-Jochen
AU - Becker, Sebastian
AU - Bruckermann, Till
AU - Thyssen, Christoph
N1 - Funding Information: Funding: This research was partially funded by Joachim Herz Foundation, Hamburg, Germany.
PY - 2021/11/30
Y1 - 2021/11/30
N2 - For the planning and implementation of lessons with digital technologies, a subject-specific technology-related professional competence of teachers is of central importance. However, the competency frameworks developed so far remain in a general perspective and do not explicitly address subject-specific issues. Furthermore, digital competencies are predominantly measured with subject-unspecific self-assessment instruments, as subject-specific operationalizations for this area are not yet available in a differentiated form. In this article, the framework for Digital Competenciesfor Teaching in Science Education (DiKoLAN), a subject-specific framework for pre-service science teachers, is introduced, on the one hand, and, on the other hand, first results of a self-assessment tool based on the framework are described. DiKoLAN defines competency areas highly specific to science, as well as more general competency areas that include aspects common to all subjects. Each competency area is described by competency expectations, which, in turn, are structured with reference to the four technology-related dimensions of the TPACK framework (i.e., Technological andPedagogical Content Knowledge) and three levels of performance (Name, Describe, Use/Apply).Derived from DiKoLAN, a corresponding self-assessment instrument (DiKoLAN-Grid) was developed and empirically tested for the two competency areas, (n = 118) and Information Search and Evaluation (n = 90), in biology student teachers. By means of path models, tendencies regarding structural correlations of the four components Special Tools (TK), Content-specific Context (TCK), Methods and Digitality (TPK), and Teaching (TPACK) are presented for both competency areas and discussed, as well as in comparison to previously conducted, subject-unspecific surveys.
AB - For the planning and implementation of lessons with digital technologies, a subject-specific technology-related professional competence of teachers is of central importance. However, the competency frameworks developed so far remain in a general perspective and do not explicitly address subject-specific issues. Furthermore, digital competencies are predominantly measured with subject-unspecific self-assessment instruments, as subject-specific operationalizations for this area are not yet available in a differentiated form. In this article, the framework for Digital Competenciesfor Teaching in Science Education (DiKoLAN), a subject-specific framework for pre-service science teachers, is introduced, on the one hand, and, on the other hand, first results of a self-assessment tool based on the framework are described. DiKoLAN defines competency areas highly specific to science, as well as more general competency areas that include aspects common to all subjects. Each competency area is described by competency expectations, which, in turn, are structured with reference to the four technology-related dimensions of the TPACK framework (i.e., Technological andPedagogical Content Knowledge) and three levels of performance (Name, Describe, Use/Apply).Derived from DiKoLAN, a corresponding self-assessment instrument (DiKoLAN-Grid) was developed and empirically tested for the two competency areas, (n = 118) and Information Search and Evaluation (n = 90), in biology student teachers. By means of path models, tendencies regarding structural correlations of the four components Special Tools (TK), Content-specific Context (TCK), Methods and Digitality (TPK), and Teaching (TPACK) are presented for both competency areas and discussed, as well as in comparison to previously conducted, subject-unspecific surveys.
KW - Science education
KW - Self-report measure
KW - Student teachers
KW - Technological pedagogical content knowledge
UR - http://www.scopus.com/inward/record.url?scp=85120556560&partnerID=8YFLogxK
U2 - 10.3390/educsci11120775
DO - 10.3390/educsci11120775
M3 - Article
VL - 11
JO - Education Sciences
JF - Education Sciences
SN - 2227-7102
IS - 12
M1 - 775
ER -