Universität zu Köln

von Kotzebue, Lena ORCID: 0000-0001-6056-8528, Meier, Monique ORCID: 0000-0002-6406-851X, Finger, Alexander, Kremser, Erik, Huwer, Johannes ORCID: 0000-0002-4271-7822, Thoms, Lars-Jochen ORCID: 0000-0002-2855-6153, Becker, Sebastian, Bruckermann, Till ORCID: 0000-0002-8789-8276 and Thyssen, Christoph (2021). The Framework DiKoLAN (Digital Competencies for Teaching in Science Education) as Basis for the Self-Assessment Tool DiKoLAN-Grid. Educ. Sci., 11 (12). BASEL: MDPI. ISSN 2227-7102

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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 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.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code von Kotzebue, Lena UNSPECIFIED orcid.org/0000-0001-6056-8528 UNSPECIFIED Meier, Monique UNSPECIFIED orcid.org/0000-0002-6406-851X UNSPECIFIED Finger, Alexander UNSPECIFIED UNSPECIFIED UNSPECIFIED Kremser, Erik UNSPECIFIED UNSPECIFIED UNSPECIFIED Huwer, Johannes UNSPECIFIED orcid.org/0000-0002-4271-7822 UNSPECIFIED Thoms, Lars-Jochen UNSPECIFIED orcid.org/0000-0002-2855-6153 UNSPECIFIED Becker, Sebastian UNSPECIFIED UNSPECIFIED UNSPECIFIED Bruckermann, Till UNSPECIFIED orcid.org/0000-0002-8789-8276 UNSPECIFIED Thyssen, Christoph UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-600736
DOI:	10.3390/educsci11120775
Journal or Publication Title:	Educ. Sci.
Volume:	11
Number:	12
Date:	2021
Publisher:	MDPI
Place of Publication:	BASEL
ISSN:	2227-7102
Language:	English
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language PEDAGOGICAL CONTENT KNOWLEDGE; TPACK; PRESERVICE Multiple languages Education & Educational Research Multiple languages
URI:	http://kups.ub.uni-koeln.de/id/eprint/60073