Stages of concern: Vorerfahrungen, Interessen und Einstellungen von Lehrkräften in Bezug auf Lehr-Lernplattform-gestütztem Unterricht in den Naturwissenschaften

Stages of Concern: Teachers’ Prior Experiences, Interests, and Attitudes Towards Teaching-Learning Platform-Supported Instruction in Science

By	Tatjana K. Stürmer-Steinmann, Julian A. Fischer, Rüdiger Scholz, Michael Kerres, Knut Neumann, Susanne Weßnigk
Original language	German
Published in	Zeitschrift für Didaktik der Naturwissenschaften, 28, Article 12
Pages	18
Editor (Publisher)	Springer
ISSN	0949-1147, 2197-988X
DOI/Link	https://doi.org/10.1007/s40573-022-00149-2
Publication status	Published – 12.2022

The pandemic-related measures highlighted the value of digitalization as a major issue in the education sector. Digital

teaching units on teaching-learning platforms can make a decisive contribution in this field. In this study, data collected

in summer 2019 on the affective-cognitive processes of examinations of science education using digitally formatted

units, implemented on teaching-learning platforms and the particular usage of teaching-learning platforms themselves are

re-analysed (N = 83). The study relies on the Stages of Concern (SoC) as a standardized instrument. A cluster analysis helps

to identify three specific SoC-profiles in terms of the specific approach to and handling with the digital teaching-learning

platforms. Common to all these profiles is that they concentrate on the impact on teaching and the students’ activities.

In addition, the analysis shows a traditional use of the platforms in school (subgroup, N = 44 for teachers with access to

teaching-learning platforms in school). Furthermore, correlation analyses show that there is no correlation between the

type of use and the SoC-Profiles, but there is a correlation between the frequency of use and the SoC-profiles