Digital Competences in Modeling and Experimenting (diMEx)
Theoretical Background
Working with models is an essential part of knowledge acquisition in physics lessons. Pupils, however, tend to struggle with the high degree of abstraction (Fruböse, 2010). These difficulties might be overcome using the augmented reality (AR) approach, which combines real experimenting and digital modeling simultaneously (Teichrew & Erb, 2020).
Because many teachers assess their digital competences as insufficient (Initiative D21, 2016), an education and training concept for (in-service) teachers is developed as part of the subproject diMEx, in which the usage of AR in experimenting-based physics lessons shall be imparted. In the long run, this concept shall be implemented in university education and serve the interconnection of the three phases of teacher education.
Research Goals & Measures
The project pursues the question to what extent digitization and model competences of (in-service) teachers can be promoted and how the usage of AR described can improve the way of dealing with models in physics lessons. Moreover, it is investigated to what extent teachers' attitudes change regarding implementing digital modeling in their lessons. The training, developed at the basis of a quantitative demand analysis (Freese et al., submitted), extents over several lectures and is guided by the DOIT model (Horz & Schulze-Vorberg, 2017). A mixed-methods approach is used for the scientific monitoring of the project. The survey for demand analysis and on the attitudes of teachers towards digital media and their implementation in class is carried out quantitatively. Additionally, a qualitative survey will be conducted at several measurement time points in the training course. In this context, it is planned to longitudinally measure the development of ICT skills, perceived self-efficacy and the convictions of (in-service) teachers regarding the implementation of digital media, and models in class. The summative evaluation is carried out quantitatively.
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