Digital technologies can support the acquisition and transfer of knowledge, the documentation of learning outcomes and self-regulated and collaborative learning. In order to use digital technologies in science lessons in a way that promotes learning, teachers need digitalisation-related skills and a well-developed academic self-concept with regard to subject-specific digitalisation-related skills.

In this publication, with the collaboration of Nicolai ter Horst, a questionnaire is developed and tested based on the orientation framework for digital competences for the teaching profession in the natural sciences (DiKoLAN), which is able to record the domain-specific academic self-concept in relation to digitalisation-related competences for science teaching (DiKoLAN-SK). The aim is to support the diagnosis and evaluation of these competences in science teacher training. The publication is part of the Research Initiative Digital Education (RIDE).

Using a sample of N = 286 student teachers from Germany and Switzerland, the comprehensibility of the questionnaire was tested and evidence for validity and reliability was provided. Confirmatory factor analyses show that the responses can reliably differentiate between the DiKoLAN competence areas and levels and between the four technology-related knowledge facets of the TPACK model (Technological Pedagogical Content Knowledge). Group comparisons (e.g. desired type of school, number of science subjects studied) provide additional validity information.