• Christoph Vogelsang
  • Alexander Finger
  • Daniel Laumann
  • Christoph Thyssen
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.
Translated title of the contributionExperience, attitudes and motivational orientations as potential factors influencing the use of digital tools in science teaching
Original languageGerman
JournalZeitschrift für Didaktik der Naturwissenschaften
Issue number1
Pages (from-to)115-129
Number of pages15
Publication statusPublished - 01.12.2019
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ID: 1039010