Prospective teachers must acquire subject-specific digital competencies to design contemporary lessons and to promote digital competencies among students themselves. The DiKoLAN framework (Digital Competencies for Teaching in Science Education) describes basic digital competencies for the teaching profession in the natural sciences precisely for this purpose. In this article, we describe the development, implementation, and evaluation of a university course based on DiKoLAN which promotes the digital competencies of science teachers. As an example, the learning module Data Processing in Science Education is presented, and its effectiveness is investigated. For this purpose, we used a questionnaire developed by the Working Group Digital Core Competencies to measure self-efficacy, which can also be used in the future to promote digital competencies among pre-service teachers. The course evaluation showed a positive increase in the students’ self-efficacy expectations. Overall, the paper thus contributes to teacher education by using the course as a best-practice example—a blueprint for designing new courses and for implementing a test instrument for a valid evaluation.

Zusammenfassung: DerO rientierungsrahmenD iKoLAN beschreibt digitale Basiskompetenzen fürd as Lehramti nd en Naturwissenschaften. Eine Lehrveranstaltungd es Lehrstuhls fürF achdidaktikd er Naturwissenschaften an derUniversitätKonstanzwidmetsichgezielt demA ufbauder in DiKoLANgenannten Kompetenzen. In diesem Artikelw erdendie Konzeption,d ie Umsetzungund dieEvaluationeines Lehr-Lernmodulsim Bereich Simulation undModellierung beschrieben. DieEvaluation desModulshat Wissensfeldermit Entwicklungspotenzial beid en Studierenden offengelegt, dieS t ärken einers trukturellen Orientierung an DiKoLAN aufgezeigt undAnsätzezur OptimierungzukünftigerLehrveranstaltungenzur Fçrderungdigitaler Kompeten-zenimBereich Simulation undModellierunggegeben. Stichworte: DiKoLAN•D igitalisierung •L ehrkräftebildung •d igitaleK ompetenzen •S imulationu nd ModellierungTestingnew concepts in university teachertrainingfor theacquisitionofdigital competencies accordingtoDi-KoLAN-developmentand investigationofthe effectivenessofateaching-learningmoduleinthe fieldofsimulation andmodelling Abstract: TheD iKoLAN orientationf ramework describesd igital core competencesf or teaching in science education. Acourseoffered by theChair of ScienceEducation at theUniversityofK onstanzisspecificallydedicatedtofostering thecompetenciesmentioned in DiKoLAN. This articledescribes theconcept,implementation,and evaluation of at eaching-learning module in thef ield of simulation andmodelling.T he evaluation of them oduleh as revealed areaso fk nowledge with potentialf or developmenta mong thes tudents, shownt he strengthsofastructural orientationf ollowing DiKoLANand providedapproaches foroptimisingf uturecoursestopromote digitalcompetenciesinthe area of simulation andmodelling.

The COVID-19 pandemic changed higher education radically and challenged faculties to adapt their teaching to the new circumstances. The aim of this study is to highlight changes, in particular, the advantages and disadvantages associated with them, and to find out what conclusions were drawn for the future in the three experimental natural sciences of biology, chemistry, and physics at the University of Konstanz (Germany). In a guided interview, the majority of the university teachers in the bachelor’s programs were interviewed, and their statements were subsequently categorized. While lectures and tutorials in distance learning were held asynchronously or synchronously online, laboratory courses used a variety of formats. The number of disadvantages cited, as well as the number of university faculty citing the same disadvantage, is greater than for advantages. The most commonly cited drawbacks fall into the areas of workload, communication, feedback, and active student participation. Physical presence and a return to the original learning objectives in the lab courses is wanted by the majority. The results point to commonalities between the science subjects and should encourage science departments to work together on similar problems in similar formats in the future. Furthermore, there is an urgent and ongoing need for the training of natural science teachers in competence-oriented digital teaching.