The framework dikolan (Digital competencies for teaching in science education) as basis for the self-assessment tool dikolan-grid
| Autor: | von Kotzebue, Lena, Meier, Monique, Finger, Alexander, Kremser, Erik, Huwer, Johannes, Thoms, Lars-Jochen, Becker, Sebastian, Bruckermann, Till, Thyssen, Christoph |
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| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
Digitality
Public Administration Basis (linear algebra) Self Dewey Decimal Classification::300 | Sozialwissenschaften Soziologie Anthropologie::370 | Erziehung Schul- und Bildungswesen Perspective (graphical) Technological pedagogical content knowledge Physical Therapy Sports Therapy and Rehabilitation Context (language use) Student teacher Technological Pedagogical Content Knowledge science education student teachers self-report measure Grid Self-report measure Science education Education Computer Science Applications Student teachers cience education ddc:370 Developmental and Educational Psychology Computer Science (miscellaneous) Mathematics education |
| Zdroj: | Education Sciences 11 (2021), Nr. 12 Education Sciences Education Sciences; Volume 11; Issue 12; Pages: 775 Education Sciences, Vol 11, Iss 775, p 775 (2021) |
| Popis: | 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. Education Sciences, vol. 11, no. 12 |
| Databáze: | OpenAIRE |
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