Students’ Perception of an Individualized Open Lab Learning Experience During the COVID-19 Pandemic in German Chemistry Teacher Education

• Ingo Eilks ^[1] ; Chantal Lathwesen ^[1] ; Nadja Belova ^[1]
  1. [1] University Bremen, Germany
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 99, Nº 4, 2022, págs. 1628-1634
• Idioma: inglés
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• Resumen

  • Teacher education needs to combine training in content knowledge, pedagogical knowledge, and pedagogical content knowledge (PCK). One important part of PCK in science education is knowledge about school science practical work to promote learning by scientific inquiry and about the nature of science. In Germany, practical seminars and lab sessions dealing with “school-type” practical work are mandatory for any preservice chemistry teacher education program. Since practice in handling school-type lab equipment is considered important, courses regularly require attendance in practical sessions. These practical experiences are seen as irreplaceable by digital and video materials when it comes to the development of practical and manual skills. This paper reports on the replacement of a traditional course based in a face-to-face seminar combined with half-day lab sessions for a whole cohort of students. This course was replaced by an individualized, digitally supported, open lab learning experience for prospective secondary school chemistry teachers. The change was implemented due to social distancing rules caused by the COVID-19 pandemic. Elements of the course structure are discussed and related to how students experienced the course.