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

verfasst von
Lena von Kotzebue, Monique Meier, Alexander Finger, Erik Kremser, Johannes Huwer, Lars-Jochen Thoms, Sebastian Becker, Till Bruckermann, Christoph Thyssen
Abstract

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.

Organisationseinheit(en)
Institut für Erziehungswissenschaft
Fachgebiet Didaktik der Biologie
Externe Organisation(en)
Universität Salzburg
Universität Kassel
Ruprecht-Karls-Universität Heidelberg
Universität Leipzig
Technische Universität Darmstadt
Universität Konstanz
Pädagogische Hochschule Thurgau
Ludwig-Maximilians-Universität München (LMU)
Universität zu Köln
Technische Universität Kaiserslautern
Typ
Artikel
Journal
Education Sciences
Band
11
Anzahl der Seiten
23
ISSN
2227-7102
Publikationsdatum
30.11.2021
Publikationsstatus
Veröffentlicht
Peer-reviewed
Ja
ASJC Scopus Sachgebiete
Informatik (sonstige), Informatik (insg.), Ausbildung bzw. Denomination, Physiotherapie, Sporttherapie und Rehabilitation, Pädagogische und Entwicklungspsychologie, Public administration, Angewandte Informatik
Elektronische Version(en)
https://doi.org/10.3390/educsci11120775 (Zugang: Offen)
https://doi.org/10.3390/educsci11120775 (Zugang: Offen)