Students' Perception of an Individualized Open Lab Learning Experience During the COVID-19 Pandemic in German Chemistry Teacher Education

Teacher education needs to combine training in content knowledge, pedagogicalknowledge, and pedagogical content knowledge (PCK). One important part of PCK in scienceeducation is knowledge about school science practical work to promote learning by scientificinquiry and about the nature of science. In Germany, practical seminars and lab sessions dealingwith"school-type"practical work are mandatory for any preservice chemistry teacher educationprogram. Since practice in handling school-type lab equipment is considered important, coursesregularly require attendance in practical sessions. These practical experiences are seen asirreplaceable by digital and video materials when it comes to the development of practical andmanual skills. This paper reports on the replacement of a traditional course based in a face-to-faceseminar combined with half-day lab sessions for a whole cohort of students. This course wasreplaced by an individualized, digitally supported, open lab learning experience for prospectivesecondary school chemistry teachers. The change was implemented due to social distancing rulescaused by the COVID-19 pandemic. Elements of the course structure are discussed and related to how students experienced thecourse