Implementing Digital Competencies in University Science Education Seminars Following the DiKoLAN Framework

Abstract

Prospective teachers must acquire subject-specific digital competencies to design contemporary lessons and to promote digital competencies among students themselves. The DiKoLAN framework (Digital Competencies for Teaching in Science Education) describes basic digital competencies for the teaching profession in the natural sciences precisely for this purpose. In this article, we describe the development, implementation, and evaluation of a university course based on DiKoLAN which promotes the digital competencies of science teachers. As an example, the learning module Data Processing in Science Education is presented, and its effectiveness is investigated. For this purpose, we used a questionnaire developed by the Working Group Digital Core Competencies to measure self-efficacy, which can also be used in the future to promote digital competencies among pre-service teachers. The course evaluation showed a positive increase in the students’ self-efficacy expectations. Overall, the paper thus contributes to teacher education by using the course as a best-practice example—a blueprint for designing new courses and for implementing a test instrument for a valid evaluation.

Fostering Pre-Service Physics Teachers’ Pedagogical Content Knowledge Regarding Digital Media

“…This result is coherent with those of other studies that investigate the effectiveness of university courses or interventions with the aim to foster pre-service teachers' digital competencies or TPACK, e.g., refs. [27,44]. For example, an evaluation of a pre-service science teacher training course designed to foster the digital competencies following the DiKoLAN framework (cf.…”

“…Section 1.2) showed significant increases in participants' self-efficacy expectations regarding digital competencies covered in the course. For those competencies that are relevant for the current work-competencies of the subject-specific competency areas Data Acquisition, Data Processing and Simulation and Modelling and the focus Teaching (i.e., TPACK)-self reported increases were found with mostly medium effect sizes [44]. In the study described above, the effectiveness of subjectspecific TPACK-modules implemented in subject-pedagogy courses across five subjects was compared to regular subject-pedagogy courses without specific TPACK-modules [27].…”

Project digiSTAR – digital augmented Science Teaching and Research

“…In order to achieve this goal, the competencies named and outlined in DiKoLAN are integrated into the curriculum at the UKN through a course designed for students enrolled in the Master of Education program, titled "Science Education III -Digital Competencies for Teaching in Science Education" (German: "Fachdidaktik III -Digitale Kompetenzen für das Lehramt in den Naturwissenschaften"). Within this course, students acquire a comprehensive understanding of the fundamental DiKoLAN competencies while engaging in self-assessment on their own skill sets [19,20]. This educational program provides students both theoretical knowledge about digital literacy and competencies and practical experience with relevant and current research relevant tools (Fig.…”

“…3). The knowledge gained can be applied and practiced in educational settings, particularly in school contexts [19,20]. Following the progress of the project, since the summer term 2023, students enrolled in this particular course not only gained insights into DiKoLAN competencies and their application in educational settings, but also have the opportunity to develop teaching-learning modules for the digiSTAR project.…”

Pilot study on the application of collaborative online tools and technologies in physics instruction

“…DiKoLAN specifies important aspects of teaching the natural sciences in a very structured manner and can be used as a base for developing criteria and content for teacher training materials. As an example of using the framework, Henne [11] implemented the DiKoLAN Framework for the university course for teaching future teachers.…”