New Perspectives in Science Education

Scientific subjects and expertise are of major importance in the professional practice of chemistry teachers and in the corresponding teacher training courses [1]. In order to ensure that current chemical topics are taught at a high level and to locate the acquired knowledge in professionally relevant teaching contexts, it is essential to connect chemistry and chemistry educational expertise [2]. Close cooperation between these two disciplines makes it possible to convey current topics in chemistry that are relevant to everyday life; at the same time, the relevance of these contents is made clear by systematically linking them to school contexts and requirements. In this way, the quality of university STEM teacher education can be improved [3].
The project “Pro-Science” at the University of Braunschweig starts at this point and focuses on the development of professional skills of teacher students of the natural sciences. In order to achieve this goal, the existing network between the STEM sciences and didactics is to be expanded and supplemented by key competences in the field of digital education. The article will present how this concept is implemented at the University of Braunschweig.

Keywords: Chemistry Education, Teacher Training, Digitalization.

References:
[1] J. Baumert, M. Kunter: Ergebnisse des Forschungsprogramms Coactiv (Eds.: M. Kunter et al.), Waxmann, Münster 2011.
[2] H.-J. Becker, M. Q. Nguyen, I. Parchmann, Nachr. Chem. 2015, 63 (3), 364.
[3] C. Ableitinger, J. Kramer, S. Prediger: Zur doppelten Diskontinuität in der Gymnasiallehrerbildung, Wiesbaden, Springer 2013.