Speaker
Description
This contribution presents two Design-Based Research (DBR) projects in physics teacher education for secondary level (grades 5–13). Both projects address key challenges in the education sector: (1) the theory–practice gap, i.e., the discrepancy between findings from general education research and subject didactics and their actual implementation in the classroom, and (2) the demands and opportunities associated with the digital transformation of education. Within the projects, two university seminars for pre-service physics teachers were developed, implemented, and iteratively refined through research-based cycles. The first seminar focuses on the analysis and use of evidence-based curricula for physics teaching. The second seminar aims at preparing pre-service teachers to critically engage with and actively contribute to the digital transformation of physics education. The presentation reports on the development, implementation, and research of these two seminars and discusses how DBR can serve as a productive approach to systematically bridging theory and practice in teacher education.
| Słowa kluczowe | DBR, teacher education |
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