Vorerfahrungen, Einstellungen und motivationale Orientierungen als mögliche Einflussfaktoren auf den Einsatz digitaler Werkzeuge im naturwissenschaftlichen Unterricht

It seems likely that pre-service teacher students were able to gain a lot of experience with digital media in their own school career, during their teacher studies but also during their free time. To what extent these experiences influence their attitudes and orientations towards the use of media in their daily teaching in school is, however, unclear. To further investigate this relationship, a survey of N = 603 pre-service science teachers regarding their general media usage, learning-related prior experience behavioral attitudes and orientations for the usage of digital media in the classroom, based on the theory of planned behaviour was conducted. The results show that only a small fraction of the pre-service teacher students had prior learning experiences, especially with science-specific digital tools. A path analysis showed that learning experiences from coursework can positively influence attitudes and self-efficacy expectations for media use, while learning experiences in school appear to reduce perceived barriers. By contrast, a general, constructive use of media directly influences the intention to use digital media in class as well.