New Perspectives in Science Education

Most student laboratories organized and cared for by universities are so called “classical student laboratories”. This means that they try to enrich students’ interest in sciences by offering experimental courses for school classes and working closely to their school’s curriculum. [1] At the Friedrich Schiller University Jena the initiative JenaChemLab: reimagined is aiming to enhance this offer in two ways by intertwining the existing classical student laboratory with digital media elements and providing it with a learning-to-teach-approach.
Learning-to-teach-laboratories are defined as a special organizational form of student laboratories aiming to bridge the theory practice gap in teacher’s training [2]. By supervising students during the experimental courses of the student laboratory, student teachers can gather teaching experience, thus combining learning activities of students with job-related qualifications of student teachers. First scientific findings outline positive effects, such as increased self-efficacy on the part of the student teachers [3].
Applying this approach to the student laboratory in Jena, chemistry student teachers in their first semester can already experience a first change of perspective from the role of a student to a chemistry teacher. The focus of the accompanying course design lies on the reflected examination of convictions and motivational orientations, which is an important component of teacher professionality [4].
Apart from enhancing the professionality of student teachers with a learning-to-teach approach, a variety of changes will be made to the classical student laboratory schedule. In all stages digital media such as iPads and Whiteboards will be used to improve students’ experience of the course. Following the SAMR-model for the integration of learning technology [5] these techniques will also enhance and transform the learning culture of the student laboratory through expansion of the experimental courses by e-learning units. Motivation and efficiency of the learning process are thus expected to increase, which will be evaluated by an accompanying study.
The contribution will introduce the new JenaChemLab including the two above mentioned concepts. Furthermore, concerning the learning-to-teach approach first results regarding the students’ perception of the course format as well as the effects of early practical experiences are presented.

Keywords: teaching chemistry, student laboratories, digitalisation, learning-to-teach-lab.

References:

1. O. J. Haupt, J. Domjahn, U. Martin, P. Skiebe-Corrette, S. Vorst, W. Zehren, R. Hempelmann, MNU Journal 2013, 66, 324-330.
2.  A.-K. Brüning, in: Beiträge zum Mathematikunterricht 2017. U. Kortenkamp, A. Kuzle (Eds.), 2017, WTM, 1377.
3. R. Dohrmann, V. Nordmeier, in: PhyDid B, Didaktik der Physik, Beiträge zur DPG-Frühjahrstagung Dresden 2018. V. Nordmeier, H. Grötzebrauch (Eds.), 2018, Berlin, 76-77.
4. J. Baumert, M. Kunter, M. (2006). Stichwort: Professionelle Kompetenz von Lehrkräften. Z Erziehwiss 2006, 4, 482.
5. E. R. Hamilton, J. M. Rosenberg, M. Akcaoglu, TechTrends 2016, 5, 433-441.