The EEdnaS study “Development and testing of digitally enriched science-related subject
matter teaching in digital teaching-learning labs and university classrooms” aims to promote the
professional competencies of prospective teachers that are needed for teaching science content
in a world shaped by digitalization. To achieve this goal, university teaching units (seminars)
that directly address cognitive components of a teacher’s professional competencies, which are
important to teaching science content in primary school education, were developed. In addition,
prospective teachers were asked to plan, implement, and evaluate primary school science education
with a particular focus on digitization, as well as sharing the developed units as open-educational
resources. This article reports on the impact of the first part of the seminar concept, in which the
promotion of digitization-related, subject-specific teaching methodology, as well as content-related
knowledge (TPaCK) was systematically promoted. In a standardized survey, it could be shown that
the prospective teachers demonstrated positive developments, particularly in the components PCK,
TCK, TPK, as well as TPaCK, regarding the self-efficacy in cognitive characteristics about one’s own
ability within the reference frame of self. Furthermore, the development of knowledge, especially in
the areas of TK, PCK, TCK, and TPK, could also be determined, but not in relation to TPaCK itself.
| Identifer | oai:union.ndltd.org:DRESDEN/oai:qucosa:de:qucosa:87348 |
| Date | 09 October 2023 |
| Creators | Wollmann, Karl, Lange-Schubert, Kim |
| Publisher | MDPI |
| Source Sets | Hochschulschriftenserver (HSSS) der SLUB Dresden |
| Language | English |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, doc-type:article, info:eu-repo/semantics/article, doc-type:Text |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | 381, 10.3390/educsci12060381 |
Page generated in 0.0019 seconds