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

被引：10

作者：

Grosse-Heilmann, Rike ^{[1
]}

Riese, Josef ^{[1
]}

Burde, Jan-Philipp ^{[2
]}

Schubatzky, Thomas ^{[3
]}

Weiler, David ^{[2
]}

机构：

[1] Rhein Westfal TH Aachen, Inst Phys IA, D-52074 Aachen, Germany

[2] Univ Tubingen, Phys Educ Res Grp, D-72076 Tubingen, Germany

[3] Karl Franzens Univ Graz, Dept Phys Educ, A-8010 Graz, Austria

来源：

EDUCATION SCIENCES | 2022年 / 12卷 / 07期

关键词：

pedagogical content knowledge; digital media; pre-service teachers; university teaching concept; evaluation; test development; technological pedagogical content knowledge; physics education; REPRESENTATION; PERFORMANCE; FRAMEWORK; EDUCATION; VALIDITY; TPACK; PCK;

D O I：

10.3390/educsci12070440

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Since the use of digital media opens new possibilities in physics education, pre-service teachers should develop pedagogical content knowledge (PCK) regarding digital media during teacher education. In the joint project DiKoLeP (German for: digital competencies of pre-service teachers in physics) of RWTH Aachen University, the University of Graz and the University of Tubingen, we therefore developed and implemented a university teaching concept with certain core elements to foster this digital-media PCK of pre-service physics teachers. The teaching concept was implemented as a university seminar at the three universities, considering the common core elements as well as individual curricular requirements. We evaluated the teaching concept in a pre-post-design with a recently developed knowledge test to measure digital-media PCK. Our findings indicated that the developed knowledge test is suitable to validly measure the digital-media PCK of pre-service physics teachers. Furthermore, first results of the empirical evaluation at the three participating universities showed a significant increase in students' digital-media PCK with a small-to-medium effect for students who attended the theoretical as well as the practical sessions of the seminar.

引用

页数：17

共 44 条

[1] Measuring technological pedagogical content knowledge (TPACK) through performance assessment [J].

Akyuz, Didem .

COMPUTERS & EDUCATION, 2018, 125 :212-225

[2]

[Anonymous], 2020, Multimedia Learning

[3] Teachers' Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress [J].

Baumert, Juergen ;

Kunter, Mareike ;

Blum, Werner ;

Brunner, Martin ;

Voss, Thamar ;

Jordan, Alexander ;

Klusmann, Uta ;

Krauss, Stefan ;

Neubrand, Michael ;

Tsai, Yi-Miau .

AMERICAN EDUCATIONAL RESEARCH JOURNAL, 2010, 47 (01) :133-180

[4]

Becker S., 2019, ARXIV

[5] Beyond Dichotomies Competence Viewed as a Continuum [J].

Blomeke, Sigrid ;

Gustafsson, Jan-Eric ;

Shavelson, Richard J. .

ZEITSCHRIFT FUR PSYCHOLOGIE-JOURNAL OF PSYCHOLOGY, 2015, 223 (01) :3-13

[6]

Carlson J., 2019, Repositioning pedagogical content knowledge in teachers knowledge for teaching science, P77, DOI [https://doi.org/10.1007/978-981-13-5898-22, DOI 10.1007/978-981-13-5898-22, https://doi.org/10.1007/978-981-13-5898-2, DOI 10.1007/978-981-13-5898-2_2, 10.1007/978-981-13-5898-2_2]

[7]

Chan K.K. H., 2019, Repositioning pedagogical content knowledge in teachers knowledge for teaching science, P3, DOI DOI 10.1007/978-981-13-5898-2_1

[8]

Girwidz R., 2021, PHYS EDUC, P297, DOI [10.1007/978-3-030-87391-211, DOI 10.1007/978-3-030-87391-211]

[9]

Gramzow Y., 2014, SCI ED RES EVIDENCE, P28

[10]

Gramzow Y., 2013, DIDAKT NAT, V19, P7

← 1 2 3 4 5 →