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Vortrag im Symposium “ICT and Multimedia in Teacher Education (Initial and Further PD)”

A Framework for the Digital Competencies for Teaching in Science Education – DiKoLAN

Lars-Jochen Thoms

Lars-Jochen Thoms, Erik Kremser, Lena von Kotzebue, Sebastian Becker, Christoph Thyssen, Johannes Huwer, Till Bruckermann, Alexander Finger und Monique Meier


In order to systematically introduce (prospective) teachers to teaching in the digital world and to lay the foundations for concepts that are meaningful in terms of physics education, essential aspects of learning with and via digital media must be conveyed. In the lecture, the structured and graded framework “DiKoLAN – Digitale Kompetenzen für das Lehramt in den Naturwissenschaften [Digital Competencies for Teaching in Science Education]” including exemplary implementation options will be presented.

1 Introduction

The strategy of the assembly of ministers of education of the German Federal states, Kultusministerkonferenz (KMK), “Bildung in der digitalen Welt [Education in the digital world]” [1] goes hand in hand with the formulated mandate to adapt and restructure teacher training to the new challenges associated with advancing digitization. This requires the universities to implement a curricular implementation in pre-service teacher training. Subject-specific digital competence expectations must also be identified and formulated. Structuring and categorizing these competences in a system that is suitable for curricular allocation and coordination is a central prerequisite for a consistent integration of these into courses of physics, physics education, and pedagogy.

2 Methods

From the didactic perspective of biology, chemistry and physics, a corresponding framework was developed by an inter-university working group [2]. Building on didactic knowledge and models and in connection with the strategy of the KMK and the European Digital Competence Framework for Educators (DigCompEdu) [3], the structured and graded framework “Digital Competencies for Teaching in Science Education (DiKoLAN)” [2] focuses on the digital perspective of classroom requirements. For the natural science subjects involved, this can support an adaptation and expansion of already existing university teaching while taking digital skills into account.

3 Results and Discussion

In the talk, the structure of the orientation framework (Fig. 1), its genesis and references to other, non-subject-specific digital competence frameworks will be presented. The seven central areas of competence formulated in the orientation framework and their connection to previous areas of didactic teacher training are presented as well as exemplary detailed insights into one of the central areas of competence and the tiered structure of the competence expectations formulated in the orientation framework. Based on the courses analysed in this regard, the expected competencies in university teaching contexts are concretized. With reference to the TPACK model [4], it is made clear that in the areas of knowledge and competence there are differently strong links to technical, educational, and didactic domains. Finally, possibilities and potentials for a usage in (self) assessment are discussed.

  1. Strategy of the assembly of ministers of education of the German states „Bildung in der digitalen Welt [Education in the digital world]“ (2016 & version of 07.12.2017).
  2. Arbeitsgruppe Digitale Basiskompetenzen [Workgroup Digital Core Competencies]: Becker, S., Bruckermann, T., Finger, A., Huwer, J., Kremser, E., Meier, M., Thoms, L.-J., Thyssen, C. & von Kotzebue, L. (2020). Orientierungsrahmen Digitale Kompetenzen Lehramtsstudierender der Naturwissenschaften – DiKoLAN [Digital Competencies for Teaching in Science Education]. In S. Becker, J. Messinger-Koppelt & C. Thyssen (Hg.), Digitale Basiskompetenzen: Orientierungshilfe und Praxisbeispiele für die universitäre Lehramtsausbildung in den Naturwissenschaften (p. 14–43). Joachim Herz Stiftung.
  3. Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Publications Office of the European Union.
  4. Koehler, M. J., Mishra, P. & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13–19.J. C. Maxwell, A Treatise on Electricity and Magnetism, Clarendon Press, London, 1892.

Thoms, L.-J., Kremser, E., v. Kotzebue, L., Becker, S., Thyssen, C., Huwer, J., Bruckermann, T., Finger, A., & Meier, M. (2020, November 16). A Framework for the Digital Competencies for Teaching in Science Education – DiKoLAN. GIREP-EPS PED-MPTL Webinar 2020, Malta.






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