Didactics of Biology and Geography

Maya Paasch, MEd
University Assistant (Doctoral Candidate)

Office: B-3.010 (3rd floor, NLW/ NAWI)
Hellbrunner Straße 34, 5020 Salzburg, Austria

Research

Dissertation

A Systematic and Empirical Analysis of Teachers’ Professional Competencies in Climate Change Education with a Particular Focus on Computer Simulations

Maya Antonia Paasch, Angela Hof & Lena von Kotzebue

The current research project aims to demonstrate how a theory-driven test instrument can systematically identify knowledge gaps and potential among teachers. The test instrument is developed based on the TPACK framework and teachers’ professional competencies, ensuring a structured assessment of relevant knowledge areas.

The study targets pre-service teachers in the subjects of biology and geography and employs a quantitative methodology. Following the validation of the instrument, a comparative analysis will be conducted across different groups, including pre-service teachers, trainee teachers, and experienced educators.

The comparison of these groups aims to identify knowledge gaps and professional development needs. The findings will contribute to the advancement of teacher education at the university level and the optimization of digital climate education strategies.

This dissertation focuses on teachers’ professional competencies in climate change education, with a particular emphasis on the use of computer simulations. The core of this research lies in the development, validation, and application of a test instrument to assess subject-specific knowledge, simulation-based pedagogical knowledge, and technological competencies in school-related climate education. The ultimate goal is to prepare teachers for the effective use of computer simulations in climate education and to reduce uncertainties in their implementation.

Computer Simulations in Climate (Change) Education – Development and Validation of a Test Instrument for the Professional Knowledge of (Prospective) Teachers

The central research focus is to explore how a theory-based test instrument can systematically identify knowledge gaps and strengths among teachers. The TPACK model and teachers’ professional competencies play a crucial role in the structure of this instrument. The study is conducted among pre-service teachers in biology and geography and follows a quantitative research approach. Once validated, the instrument will be used to compare different groups, including pre-service teachers, trainee teachers, and experienced educators.

This comparative analysis will help identify gaps in knowledge and determine the need for targeted teacher training. The results will provide valuable insights for improving teacher education programs and refining strategies for digital climate education.

_{Keywords: Climate change education, computer simulations, teachers’ professional competencies, TPACK framework, education for sustainable development (ESD), digital climate education, teacher training, pre-service and in-service teachers, knowledge assessment, quantitative research, test instrument development, pedagogical content knowledge (PCK), technology-enhanced learning, science education, geography education.}

Conference Contributions:

Maya Paasch, Angela Hof & Lena von Kotzebue (September 20, 2024). Computer Simulations in Climate Change Education – An AI-Based Screening of Teachers’ Professional Knowledge [Poster Presentation]. IMST, Linz, Upper Austria, Austria.