Publikation: The Framework DiKoLAN (Digital Competencies for Teaching in Science Education) as Basis for the Self-Assessment Tool DiKoLAN-Grid
Dateien
Datum
Autor:innen
Herausgeber:innen
ISSN der Zeitschrift
Electronic ISSN
ISBN
Bibliografische Daten
Verlag
Schriftenreihe
Auflagebezeichnung
URI (zitierfähiger Link)
DOI (zitierfähiger Link)
Internationale Patentnummer
Link zur Lizenz
Angaben zur Forschungsförderung
Projekt
Open Access-Veröffentlichung
Sammlungen
Core Facility der Universität Konstanz
Titel in einer weiteren Sprache
Publikationstyp
Publikationsstatus
Erschienen in
Zusammenfassung
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.
Zusammenfassung in einer weiteren Sprache
Fachgebiet (DDC)
Schlagwörter
Konferenz
Rezension
Zitieren
ISO 690
VON KOTZEBUE, Lena, Monique MEIER, Alexander FINGER, Erik KREMSER, Johannes HUWER, Lars-Jochen THOMS, Sebastian BECKER, Till BRUCKERMANN, Christoph THYSSEN, 2021. The Framework DiKoLAN (Digital Competencies for Teaching in Science Education) as Basis for the Self-Assessment Tool DiKoLAN-Grid. In: Education Sciences. MDPI. 2021, 11(12), 775. eISSN 2227-7102. Verfügbar unter: doi: 10.3390/educsci11120775BibTex
@article{vonKotzebue2021-12Frame-55796, year={2021}, doi={10.3390/educsci11120775}, title={The Framework DiKoLAN (Digital Competencies for Teaching in Science Education) as Basis for the Self-Assessment Tool DiKoLAN-Grid}, number={12}, volume={11}, journal={Education Sciences}, author={von Kotzebue, Lena and Meier, Monique and Finger, Alexander and Kremser, Erik and Huwer, Johannes and Thoms, Lars-Jochen and Becker, Sebastian and Bruckermann, Till and Thyssen, Christoph}, note={Article Number: 775} }
RDF
<rdf:RDF xmlns:dcterms="http://purl.org/dc/terms/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:bibo="http://purl.org/ontology/bibo/" xmlns:dspace="http://digital-repositories.org/ontologies/dspace/0.1.0#" xmlns:foaf="http://xmlns.com/foaf/0.1/" xmlns:void="http://rdfs.org/ns/void#" xmlns:xsd="http://www.w3.org/2001/XMLSchema#" > <rdf:Description rdf:about="https://kops.uni-konstanz.de/server/rdf/resource/123456789/55796"> <dc:contributor>Huwer, Johannes</dc:contributor> <dspace:hasBitstream rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/55796/1/Koetzebue_2-1t42atpv6qg285.pdf"/> <dc:language>eng</dc:language> <dc:contributor>von Kotzebue, Lena</dc:contributor> <dc:contributor>Thoms, Lars-Jochen</dc:contributor> <dc:contributor>Becker, Sebastian</dc:contributor> <dc:creator>Kremser, Erik</dc:creator> <dspace:isPartOfCollection rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/29"/> <dc:creator>Bruckermann, Till</dc:creator> <dcterms:abstract xml:lang="eng">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.</dcterms:abstract> <dc:rights>Attribution 4.0 International</dc:rights> <dc:contributor>Bruckermann, Till</dc:contributor> <dcterms:isPartOf rdf:resource="https://kops.uni-konstanz.de/server/rdf/resource/123456789/29"/> <dcterms:title>The Framework DiKoLAN (Digital Competencies for Teaching in Science Education) as Basis for the Self-Assessment Tool DiKoLAN-Grid</dcterms:title> <dc:creator>Thoms, Lars-Jochen</dc:creator> <dcterms:hasPart rdf:resource="https://kops.uni-konstanz.de/bitstream/123456789/55796/1/Koetzebue_2-1t42atpv6qg285.pdf"/> <dc:creator>Meier, Monique</dc:creator> <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2021-12-08T12:22:00Z</dc:date> <dcterms:rights rdf:resource="http://creativecommons.org/licenses/by/4.0/"/> <foaf:homepage rdf:resource="http://localhost:8080/"/> <dc:creator>Becker, Sebastian</dc:creator> <dc:creator>von Kotzebue, Lena</dc:creator> <dc:creator>Finger, Alexander</dc:creator> <dc:contributor>Meier, Monique</dc:contributor> <void:sparqlEndpoint rdf:resource="http://localhost/fuseki/dspace/sparql"/> <dcterms:issued>2021-12</dcterms:issued> <dc:contributor>Kremser, Erik</dc:contributor> <dc:creator>Huwer, Johannes</dc:creator> <dc:contributor>Thyssen, Christoph</dc:contributor> <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2021-12-08T12:22:00Z</dcterms:available> <bibo:uri rdf:resource="https://kops.uni-konstanz.de/handle/123456789/55796"/> <dc:contributor>Finger, Alexander</dc:contributor> <dc:creator>Thyssen, Christoph</dc:creator> </rdf:Description> </rdf:RDF>