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

authored by: 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.
Organisation(s): Institute of Education
Biology Education Section
External Organisation(s): University of Salzburg
University of Kassel
Heidelberg University
Leipzig University
Technische Universität Darmstadt
University of Konstanz
Thurgau University of Education
Ludwig-Maximilians-Universität München (LMU)
University of Cologne
University of Kaiserslautern
Type: Article
Journal: Education Sciences
Volume: 11
No. of pages: 23
ISSN: 2227-7102
Publication date: 30.11.2021
Publication status: Published
Peer reviewed: Yes
ASJC Scopus subject areas: Computer Science (miscellaneous), Computer Science(all), Education, Physical Therapy, Sports Therapy and Rehabilitation, Developmental and Educational Psychology, Public Administration, Computer Science Applications
Electronic version(s): https://doi.org/10.3390/educsci11120775 (Access: Open)
https://doi.org/10.3390/educsci11120775 (Access: Open)