Entwicklung und Beforschung einer Lehrveranstaltung zu Physical Computing mit Arduino in der mathematisch-naturwissenschaftlichen Lehramtsausbildung
DOI:
https://doi.org/10.25321/prise.2023.1410Abstract
Hintergrund: Im Zeitalter des digitalen gesellschaftlichen Wandels bedarf es Lehrkräfte, die Schüler:innen umfassende digitale Kompetenzen vermitteln können. Die auf empirischen Befunden und theoretischen Grundlagen beruhende Entwicklung von Lernangeboten mit Bezug zu digitalen Medien für angehende Lehrkräfte ist demnach von hoher Relevanz.
Ziel: Dieser Beitrag stellt die Forschungs- und Entwicklungsschritte dar, die zum Design einer Lehrveranstaltung führten, insbesondere zu einer Moodle-basierten Lernumgebung als Einstieg in die Arbeit mit Arduino. Es wird die Frage beantwortet, inwieweit eine entlang von Design-Kriterien entwickelte Moodle-Lernumgebung den Bedürfnissen von Lehramtstudierenden der Fächer Biologie, Chemie, Mathematik und Physik entspricht.
Stichprobe/Rahmen: Mit 7 Studierenden mathematisch-naturwissenschaftlicher Lehramtsstudien wurden Lernprozessstudien in Form von Akzeptanzbefragungen zu den Inhalten einer Moodle-Lernumgebung durchgeführt.
Design und Methoden: Die Entwicklung und Beforschung der Lehrveranstaltung erfolgt iterativ im Paradigma des Design-Based Research: (1) Vorerhebungen: Curricula-Analyse und Befragungen, (2) Charakterisierung der Problemstellung (3) Formulierung von theoriegeleiteten Design-Kriterien, (4) Design der Lerngelegenheiten (Moodle-Lernumgebung), (5) Akzeptanzbefragungen zur Moodle-Lernumgebung, (6) Ausschärfung der Design-Kriterien, (7) Ableitung von Beiträgen zu lokalen Lehr-Lern-Theorien, (8) Re-Design der Lerngelegenheiten
Ergebnisse: Im Rahmen der Akzeptanzbefragungen zur digitalen Lernumgebung konnten die Studierenden, die für die Umsetzung der digitalen Messwerterfassung mit Arduino relevanten Inhalte paraphrasieren. Alle Studierenden äußerten jedoch insbesondere Probleme bei der Bearbeitung komplexerer Praxisanwendungen von Physical Computing mit Arduino.
Fazit: Studierende benötigen für die Umsetzung von Physical Computing mit Arduino Scaffolds auf Makro- und Mikroebene. Die Arbeit mit einer Moodle-basierten Lernumgebung eignet sich zur Aneignung theoretischer Kenntnisse im Kontext der digitalen Messwerterfassung mit Arduino, scheint jedoch weniger passend für die Vermittlung praktischer Fertigkeiten in diesem Bereich zu sein.
Keywords: Akzeptanzbefragung, Design-Based Research, Lehramtsausbildung, digitale Messwerterfassung
Developing and researching a course on physical computing with Arduino in mathematics and science teacher education
Background: In the age of digital social change, teachers are needed who can provide students with comprehensive digital competences. The development of learning opportunities with reference to digital media for future teachers, based on empirical findings and theoretical foundations, is therefore highly relevant.
Purpose: This article presents the research and development steps which led to the design of a teaching course, in particular to a Moodle-based learning environment as an introduction to working with Arduino. It answers to what extent a Moodle learning environment developed along design criteria meets the needs of student teachers of biology, chemistry, mathematics and physics.
Sample/setting: Learning process studies in form of acceptance surveys on the contents of a Moodle learning environment were conducted with 7 students of mathematics and science teacher training studies.
Design and Methods: The development and research of the course is carried out iteratively in the paradigm of design-based research: (1) preliminary surveys, (2) characterisation of the problem, (3) formulation of theory-based design criteria, (4) design of the learning opportunities (Moodle learning environment), (5) acceptance survey of the Moodle learning environment, (6) refinement of the design criteria, (7) derivation of local teaching-learning theories, (8) re-design of the learning opportunities
Results: During the acceptance surveys on the digital learning environment, the students were able to paraphrase the contents relevant to the implementation of digital measurement acquisition. However, all students expressed problems in particular when working on more complex practical applications of physical computing with Arduino.
Conclusions: Students need scaffolds at macro and micro level for the implementation of physical computing with Arduino. Working with a Moodle-based learning environment is suitable for acquiring theoretical knowledge in the context of digital data acquisition with Arduino, but seems less suitable for teaching practical skills in this area.
Keywords: Acceptance survey, design-based research, teacher training, digital data acquisition
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