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.

Understanding and knowledge of scientific reasoning skills is a key ability of pre-service teachers. In a written survey (open response format), biology and chemistry pre-service teachers (n = 51) from two German universities claimed central decisions or actions school students have to perform in scientific reasoning in the open inquiry instruction of an experiment. The participants’ answers were assessed in a quality content analysis using a rubric system generated from a theoretical background. Instruments in a closed response format were used to measure attitudes towards the importance of diagnostics in teacher training and the domain-specific expectations of self-efficacy. The pre-service teacher lacked pedagogical (didactics) content knowledge about potential student difficulties and also exhibited a low level of content methodological (procedural) knowledge. There was no correlation between the knowledge of student difficulties and the approach to experimenting with expectations of self-efficacy for diagnosing student abilities regarding scientific reasoning. Self-efficacy expectations concerning their own abilities to successfully cope with general and experimental diagnostic activities were significantly lower than the attitude towards the importance of diagnostics in teacher training. The results are discussed with regard to practical implications as they imply that scientific reasoning should be promoted in university courses, emphasising the importance of understanding the science-specific procedures (knowing how) and epistemic constructs in scientific reasoning (knowing why).

Videos weisen ein hohes Potenzial für das Lehren und Lernen in Schule und Hochschule auf. Gleichzeitig sind Videoformate vielfältig und schwer abgrenzbar. Auch über Kriterien für qualitativ gute Videos besteht keine finale Einigkeit. Eine Einschätzung der Einsatzmöglichkeiten verschiedener Videoformate und die Beurteilung ihrer Qualität sind aber sowohl für das eigene Lernen als auch für die Auswahl von Videos für den späteren Unterricht für angehende Lehrkräfte wichtig. Vor diesem Hintergrund werden im Beitrag die Vorerfahrungen und Einstellungen zum Lernen mit Erklärvideos sowie die Einstellungen zur hochschuldidaktischen Einbindung von Lehr-Lernvideos von Lehramtsstudierenden mit niedrigem und hohem Studiensemester (N = 184) untersucht. Ergänzend wird qualitativ analysiert, welche Merkmale/Kriterien sie für gute Erklär- und Lehr-Lernvideos anführen. Die Ergebnisse zeigen ein hohes Mass an Vorerfahrungen sowie positive Einstellungen gegenüber Erklär-/Lehr-Lernvideos, die insbesondere bei Studierenden in niedrigeren Semestern stärker ausgeprägt sind. Die von den Studierenden genannten Qualitätskriterien lassen sich vorrangig einer Oberflächenstruktur zuordnen. Auf Basis der quantitativen und qualitativen Daten können weiterführende Forschungsansätze und hochschuldidaktische Implikationen abgeleitet werden.