Digital tools in secondary chemistry education – added value or modern gimmicks?

Autor/inn/en	Wohlfart, Olivia; Wagner, Alina L.; Wagner, Ingo
Titel	Digital tools in secondary chemistry education – added value or modern gimmicks?
Quelle	In: Frontiers in education, 8 (2023) online first, 29 June 2023, 10 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Illustration; Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2504-284X
DOI	10.3389/feduc.2023.1197296
Schlagwörter	Digitalisierung; Chemieunterricht; Lehrerfortbildung; Unterricht; Didaktik
Abstract	The article addresses the challenges faced by teachers incorporating digital tools into chemistry education to prepare students for responsible participation in a digital society. Against the background of the Technology Acceptance Model (TAM), the study analyzes the value that chemistry teachers place on digital tools and examines specific factors that influence their implementation in teaching. For this purpose, we conducted and analyzed interviews with 10 secondary school chemistry teachers in Germany. The findings revealed that while subject-specific digital tools were highly valued by teachers, several barriers to their strategic integration exist, including time constraints, high workloads, failing infrastructure, lack of technical support, and a fear of change. The study concludes that subject-specific digital tools have the potential to enhance learning outcomes and recommends teacher training and further education as well as future research to focus on developing and supporting opportunities for teachers to implement subject-specific digital tools to create a more dynamic and engaging learning experiences for students.
Erfasst von	Externer Selbsteintrag
Update	Neueintrag 2024-04