Development of a blended learning course for teacher training with digital and analogue content as part of Experimento|10+

Knie, Lisa; Schwarzer, Stefan

doi:10.1002/ckon.202100044

Cited by 3 publications

(1 citation statement)

References 16 publications

(14 reference statements)

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“…However, the training program refers not only to digitalization in terms of content but also takes digital transformation into account by its conception as it is offered in a contemporary blended learning format [25]. Blended learning here means the training comprises online as well as face‐to‐face phases and thus tries to combine the advantages of e‐learning and face‐to‐face courses.…”

Section: Introductionmentioning

confidence: 99%

First experiences of integrating computational thinking into a blended learning in‐service training program for STEM teachers

Knie

Standl

Schwarzer

2022

Comp Applic In Engineering

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Over the last two decades, computational thinking (CT) has gained importance in discussions about competencies that students require to deal with complex problems in a world shaped by digitalization. Therefore, schools and teachers should integrate CT into their instructional practices. Particularly, the STEM (Science, Technology, Engineering, and Mathematics) subjects are seen as a meaningful context for embedding CT. Yet, there are only a few professional development programs that address STEM teachers and how to integrate CT. Thus, in our study, we redesigned an in‐service teacher training program. The redesigned program was offered in a blended‐learning format, consisting of alternating digital and face‐to‐face phases. As part of the digital phases, an interactive online self‐learning module on CT was introduced to foster transdisciplinary competencies in the field of STEM to solve complex problems. To identify the perceptions and development of the participants of the training program and the online module on CT a within‐subject design was used with a questionnaire survey, conducted with a pre‐post‐follow‐up design. The first results of the ongoing survey indicate high satisfaction with both the program itself and the online CT module. At the beginning of the program, about two‐thirds of the participating teachers were completely unfamiliar with the term CT, nevertheless, interest in the new topic was high. It was shown the program was able to create initial awareness of the meaning and importance of CT. In addition, teachers who have engaged with CT during the intervention seem to use CT‐related practices more often in the classroom afterward.

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Section: Introductionmentioning

confidence: 99%

First experiences of integrating computational thinking into a blended learning in‐service training program for STEM teachers

Knie

Standl

Schwarzer

2022

Comp Applic In Engineering

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Development of an online application for a blended learning STEM teacher training course

Knie

Schwarzer

2022

Chemkon

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Zusammenfassung: DieF ortbildung zu Experimento j 10 + ,e inem Angebotd er SiemensS tiftungf ürM INT-Lehrkräfteder weiterführendenSchulen,wurde vorK urzeminein Blended-Learning-Format überführt. Digitale undP r äsenzphasen wechseln sich dabeia b. In dend igitalen Phasen werden Inhaltez uW ertebildung, Inklusionu nd ComputationalT hinkingi nteraktivv ermittelt.Ind en Präsenzphasen greifend ie Lehrkräftediese Inhaltewiederauf undverknüpfen siemit verschiedenenlebensnahen Experimenten zu denT hemenEnergie, Umwelt undG esundheit. Im vorliegenden Beitragw irdv or allema uf dasd igitaleM odul zu Computational Thinking eingegangenu nd hier insbesondere derE insatz einesSelbstbau-pH-Meters unterV erwendungeines Arduinos vorgestellt.

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Trendbericht Chemiedidaktik 2023

Rosenberg,

Rautenstrauch

2023

Nachr Chem

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Experimente und Unterrichtskonzepte zu den Themen Nachhaltigkeit, Lebensmittelchemie und Elektrochemie kommen in der experimentell‐konzeptionellen chemiedidaktischen Forschung am häufigsten vor, Katalyse dagegen wenig. Lehr‐Lern‐Forschung befasste sich im letzten Jahr verstärkt damit, wie Lehrkräfte digitale Medien in den Unterricht einbinden. Sehr heterogen waren die Untersuchungen, wie Inklusion und Differenzierung im naturwissenschaftlichen Unterricht gelingen.

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Development of a blended learning course for teacher training with digital and analogue content as part of Experimento|10+

Cited by 3 publications

References 16 publications

First experiences of integrating computational thinking into a blended learning in‐service training program for STEM teachers

First experiences of integrating computational thinking into a blended learning in‐service training program for STEM teachers

Development of an online application for a blended learning STEM teacher training course

Trendbericht Chemiedidaktik 2023

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