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Article

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

1
Institute of Physics IA, RWTH Aachen University, 52074 Aachen, Germany
2
Physics Education Research Group, University of Tübingen, 72076 Tübingen, Germany
3
Department of Physics Education, University of Graz, 8010 Graz, Austria
*
Author to whom correspondence should be addressed.
Academic Editors: David Geelan and Christoph Kulgemeyer
Educ. Sci. 2022, 12(7), 440; https://doi.org/10.3390/educsci12070440
Received: 30 May 2022 / Revised: 21 June 2022 / Accepted: 22 June 2022 / Published: 25 June 2022
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 Tübingen, 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. View Full-Text
Keywords: pedagogical content knowledge; digital media; pre-service teachers; university teaching concept; evaluation; test development; technological pedagogical content knowledge; physics education pedagogical content knowledge; digital media; pre-service teachers; university teaching concept; evaluation; test development; technological pedagogical content knowledge; physics education
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MDPI and ACS Style

Große-Heilmann, R.; Riese, J.; Burde, J.-P.; Schubatzky, T.; Weiler, D. Fostering Pre-Service Physics Teachers’ Pedagogical Content Knowledge Regarding Digital Media. Educ. Sci. 2022, 12, 440. https://doi.org/10.3390/educsci12070440

AMA Style

Große-Heilmann R, Riese J, Burde J-P, Schubatzky T, Weiler D. Fostering Pre-Service Physics Teachers’ Pedagogical Content Knowledge Regarding Digital Media. Education Sciences. 2022; 12(7):440. https://doi.org/10.3390/educsci12070440

Chicago/Turabian Style

Große-Heilmann, Rike, Josef Riese, Jan-Philipp Burde, Thomas Schubatzky, and David Weiler. 2022. "Fostering Pre-Service Physics Teachers’ Pedagogical Content Knowledge Regarding Digital Media" Education Sciences 12, no. 7: 440. https://doi.org/10.3390/educsci12070440

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