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The Framework DiKoLAN (Digital Competencies for Teaching in Science Education) as Basis for the Self-Assessment Tool DiKoLAN-Grid

Kotzebue, Lena von ; Meier, Monique ; Finger, Alexander ; Kremser, Erik ; Huwer, Johannes ; Thoms, Lars-Jochen ; Becker, Sebastian ; Bruckermann, Till ; Thyssen, Christoph (2022):
The Framework DiKoLAN (Digital Competencies for Teaching in Science Education) as Basis for the Self-Assessment Tool DiKoLAN-Grid. (Publisher's Version)
In: Education Sciences, 11 (12), MDPI, e-ISSN 2227-7102,
DOI: 10.26083/tuprints-00020073,

Copyright Information: CC BY 4.0 International - Creative Commons, Attribution.

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Item Type: Article
Origin: Secondary publication DeepGreen
Status: Publisher's Version
Title: The Framework DiKoLAN (Digital Competencies for Teaching in Science Education) as Basis for the Self-Assessment Tool DiKoLAN-Grid
Language: English

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.

Journal or Publication Title: Education Sciences
Volume of the journal: 11
Issue Number: 12
Place of Publication: Darmstadt
Publisher: MDPI
Collation: 23 Seiten
Uncontrolled Keywords: Technological Pedagogical Content Knowledge, science education, student teachers, self-report measure
Classification DDC: 300 Sozialwissenschaften > 370 Erziehung, Schul- und Bildungswesen
500 Naturwissenschaften und Mathematik > 530 Physik
500 Naturwissenschaften und Mathematik > 570 Biowissenschaften, Biologie
Divisions: 05 Department of Physics > Didaktik der Physik
Date Deposited: 29 Apr 2022 08:55
Last Modified: 11 Oct 2022 11:28
DOI: 10.26083/tuprints-00020073
Corresponding Links:
URN: urn:nbn:de:tuda-tuprints-200734
SWORD Depositor: Deep Green
URI: https://tuprints.ulb.tu-darmstadt.de/id/eprint/20073
PPN: 500234299
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