The Framework DiKoLAN (Digital Competencies for Teaching in Science Education) as Basis for the Self-Assessment Tool DiKoLAN-Grid

Education Sciences

Christoph Thyssen¹  Lena von Kotzebue²  Johannes Huwer³  Lars-Jochen Thoms³  Erik Kremser⁴  Monique Meier⁵  Sebastian Becker⁶  Alexander Finger⁷  Till Bruckermann⁸ 

[1]Biology Education Research Group, University of Kaiserslautern, 67663 Kaiserslautern, Germany

[2]Biology Education, University of Salzburg, 5020 Salzburg, Austria

[3]Chair of Science Education, University of Konstanz, 78464 Konstanz, Germany

[4]Department of Physics, Technical University of Darmstadt, 64289 Darmstadt, Germany

[5]Didactics of Biology, University of Kassel, 34132 Kassel, Germany

[6]Digital Education Research Group, University of Cologne, 50923 Cologne, Germany

[7]Institute for Biology, Biology Education, Leipzig University, 04103 Leipzig, Germany

[8]Institute of Education, Leibniz University Hannover, 30159 Hannover, Germany

关键词: Technological Pedagogical Content Knowledge;    science education;    student teachers;    self-report measure;   

DOI  :  10.3390/educsci11120775

来源: DOAJ

【 摘 要 】

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 Competencies for 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 and Pedagogical 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.

【 授权许可】

Unknown