Details
| Original language | English |
|---|---|
| Article number | 012002 |
| Journal | Journal of Physics: Conference Series |
| Volume | 2297 |
| Issue number | 1 |
| Publication status | Published - 26 Jul 2022 |
Abstract
In order to systematically introduce (prospective) teachers to teaching in the digital world and to lay the foundations for concepts that are meaningful in terms of physics education, essential aspects of learning with and via digital media must be conveyed. In addition to cross-curricular competencies, it is essential to consider subject-specific competencies for the natural sciences since the formation of subject-specific knowledge on the use of digital media in the classroom (TPACK) is the decisive factor for acceptance behaviour and the intention for later use. The questions remain as to what core competencies must be built up by all (prospective) science teachers by the end of their studies and in which sections of university teacher training this should take place. Since no competence frameworks specific to the teaching of science were previously available, nine researchers from eight universities came together to develop a suitable orientation framework. As a result, this contribution presents the structured and graded framework "DiKoLAN - Digitale Kompetenzen für das Lehramt in den Naturwissenschaften [Digital Competencies for Teaching in Science Education]"(see https://dikolan.de).
ASJC Scopus subject areas
- Physics and Astronomy(all)
- General Physics and Astronomy
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In: Journal of Physics: Conference Series, Vol. 2297, No. 1, 012002, 26.07.2022.
Research output: Contribution to journal › Conference article › Research › peer review
}
TY - JOUR
T1 - A framework for the digital competencies for teaching in science education – DiKoLAN
AU - Thoms, Lars-Jochen
AU - Kremser, Erik
AU - von Kotzebue, Lena
AU - Becker, Sebastian
AU - Thyssen, Christoph
AU - Huwer, Johannes
AU - Bruckermann, Till
AU - Finger, Alexander
AU - Meier, Monique
PY - 2022/7/26
Y1 - 2022/7/26
N2 - In order to systematically introduce (prospective) teachers to teaching in the digital world and to lay the foundations for concepts that are meaningful in terms of physics education, essential aspects of learning with and via digital media must be conveyed. In addition to cross-curricular competencies, it is essential to consider subject-specific competencies for the natural sciences since the formation of subject-specific knowledge on the use of digital media in the classroom (TPACK) is the decisive factor for acceptance behaviour and the intention for later use. The questions remain as to what core competencies must be built up by all (prospective) science teachers by the end of their studies and in which sections of university teacher training this should take place. Since no competence frameworks specific to the teaching of science were previously available, nine researchers from eight universities came together to develop a suitable orientation framework. As a result, this contribution presents the structured and graded framework "DiKoLAN - Digitale Kompetenzen für das Lehramt in den Naturwissenschaften [Digital Competencies for Teaching in Science Education]"(see https://dikolan.de).
AB - In order to systematically introduce (prospective) teachers to teaching in the digital world and to lay the foundations for concepts that are meaningful in terms of physics education, essential aspects of learning with and via digital media must be conveyed. In addition to cross-curricular competencies, it is essential to consider subject-specific competencies for the natural sciences since the formation of subject-specific knowledge on the use of digital media in the classroom (TPACK) is the decisive factor for acceptance behaviour and the intention for later use. The questions remain as to what core competencies must be built up by all (prospective) science teachers by the end of their studies and in which sections of university teacher training this should take place. Since no competence frameworks specific to the teaching of science were previously available, nine researchers from eight universities came together to develop a suitable orientation framework. As a result, this contribution presents the structured and graded framework "DiKoLAN - Digitale Kompetenzen für das Lehramt in den Naturwissenschaften [Digital Competencies for Teaching in Science Education]"(see https://dikolan.de).
UR - http://www.scopus.com/inward/record.url?scp=85135480188&partnerID=8YFLogxK
U2 - 10.1088/1742-6596/2297/1/012002
DO - 10.1088/1742-6596/2297/1/012002
M3 - Conference article
VL - 2297
JO - Journal of Physics: Conference Series
JF - Journal of Physics: Conference Series
SN - 1742-6588
IS - 1
M1 - 012002
ER -