Staff member in the Working Group for “Sachunterrichtsdidaktik“ with a focus on Special Needs Education at the University of Paderborn.
If you have any questions, comments, or concerns, please feel free to contact me at the following email address: info.digiteach@uni-paderborn.de
The training is aimed at teachers of “Sachunterricht“ and computer science (grades 5 and 6). The aim is to provide a digitally-supported opportunity for the professionalization at the transition from “Sachunterricht“ to subject-specific instruction at lower secondary level education. The focus is on professionalizing an action-oriented promotion of technological problem-solving at the intersection with Computational Thinking (CT). The training is designed as an adaptive online course, offering practical insights, a variety of suggestions for teaching, and supportive materials for conducting training sessions.
1. Theoretical Background – (Digital) Media in School An introduction to (digital) tools and their integration into teaching.
2. Problem Solving from primary to secondary level education Designing the use of problem-solving with (digital) media in the classroom through pedagogical, methodological, and digitally supported approaches.
3. Educational Videos for and by Children Practical examples, guidelines for the creation and use of explainer videos, as well as criteria for selecting appropriate videos for classroom use.
4. Escape Rooms – A Method for the Future? Exploring, evaluating, and assessing digitally supported escape rooms as an innovative educational method.
Each module provides theoretical backgrounds, specific practical suggestions, and opportunities for self-assessment to reflect on one’s individual learning progress.
By the end of the course, participants will be able to:
... understand and critically apply theoretical and subject-specific foundations in the fields of media education, problem-solving strategies (computational thinking).
... promote students’ problem-solving competencies, become familiar with age-appropriate tasks, and independently explore activities that promote problem-oriented thinking.
... manage the transition from generalist to subject-specific teaching in an inclusion-sensitive manner and identify key aspects for cross-grade-level collaboration.
... implement spiral curriculum principles to effectively transfer content from primary-level to lower secondary subject teaching, thereby enabling sustainable competence development.
... expand their individual digital competencies through the use of selected educational tools.
... recognize ways to promote students’ digital competencies, both in terms of content-related and process-related skills.
... gain practical insights and implementation strategies for both teaching and professional development in order to design action-oriented and motivating learning environments supported by digital media.
The modules can be completed in the given sequence or independently, depending on individual prior experience, knowledge, and skill level.
For actively participating in the course you will receive an automatic certificate which includes your name, the course name as well as the completed lessons. We want to point out that this certificate merely confirms that you answered at least 75% of the self-assessment questions correctly.
Within the project ComeMINT-Netzwerk "fortbilden durch vernetzen - vernetzen durch fortbilden" the chemistry education working group of Prof. Dr. Sabine Fechner in cooperation with the working group of Prof. Dr. Isabel Rubner at the Ludwigsburg University of Education, the working group of Prof. Dr. Claudia Bohrmann-Linde at the University of Wuppertal and the working group Prof. Dr. Katrin Sommer at the Ruhr University Bochum offers professional development programs (PDP). The focus of those programs is on digital measurement of experimental data, education for sustainable development (ESD), contextualisation and artificial intelligence (AI) and EduEscape Games. This MOOC can be used for preparation and further processing of the topics of the PDPs.
This course is led by:
Pascal Pollmeier
Research Associate
Sabine Fechner
Professor for Chemistry Education
Soraya Cornelius
Research Assistant
Karin Siepmann
Research Assistant
Isabel Rubner
Professor for Chemistry Education
Within this MOOC, you find an overview on recent topics of teacher education in chemistry, e.g. digital measurement of experimental data, education for sustainable development (ESD), contextualisation, artificial intelligence (AI) and escape games. These topics are presented in short units, including videos, tasks, exchange forums, Quizzes, etc. You can work through the units independent of time and place. While the units focus on different aspects of teacher education, you can also draw connections between the units.
This course is intended for teachers and future teachers/university students in chemistry and similar subjects. For any questions or suggestions, feel free to contact us.
More information on the project ComeMINT-Netzwerk can be found here.
This MOOC is structured in 6 units:
3. Education for sustainable development (ESD)
5. Artificial intelligence (AI)
Units can be completed independent of each other. However, at first a self-assessment can be conducted voluntarily. With the help of the self-assessment (unit 1), you can get some information which unit would be suitable the most for personal professional development. Processing time per unit is about approx. 30-45 min each.
People who graduated from this MOOC can...
Unit 2:
... explain potentials and advantages of the use of digital measurement for experimental data.
... explain didactic/pedagogical prerequisites and effects of the use of digital measurement for experimental data.
... plan lessons for students, in which digital measurement is used.
Unit 3:
... describe the concept of education for sustainable education (ESD) and apply this to chemistry education.
... plan lessons focussing on competences of ESD.
... evaluate which contexts/topics are suitable to focus on ESD competences.
Unit 4:
... describe effects of contextualisation in chemistry education on motivation and interest of the students.
... evaluate the suitability of contexts, based on characteristics of contexts and student interest.
... plan lessons by using contexts.
Unit 5:
... describe how large-language-models (LLM) work.
... evaluate the use of LLMs for planning lessons, especially for constructing real-life contexts.
... use LLMs to get support for lesson planning.
Unit 6:
... describe the EduEscape Games method and explain its potential in chemistry lessons.
... reflect on features for the didactically meaningful use of EduEscape Games in their own lessons.
... operate the online platform Genially in basic terms and use some functions to design and implement their own EduEscape Games.
No special prior knowledge is needed for this MOOC.
With the help of a self-assessment (unit 1), you can get some information on which unit would be suitable the most for personal professional development. Units can be worked on in any order.
Funded by the European Union - NextGenerationEU and the Federal Ministry for Education and Research (grant-number: 01JA23M06K).
All views and opinions expressed are solely those of the authors and do
not necessarily reflect the views on the European Union or the Federal Ministry of Education and Research. Neither the European Union, nor the Federal
Ministry of Education and Research are responsible for those.
