For the planning and implementation of lessons with digital technologies, a subject-specific technology-related professional competence of teachers is of central importance. However, the competency frameworks developed so far remain in a general perspective and do not explicitly address subject-specific issues. Furthermore, digital competencies are predominantly measured with subject-unspecific self-assessment instruments, as subject-specific operationalizations for this area are not yet available in a differentiated form. In this article, the framework for Digital Competencies for Teaching in Science Education (DiKoLAN), a subject-specific framework for pre-service science teachers, is introduced, on the one hand, and, on the other hand, first results of a self-assessment tool based on the framework are described. DiKoLAN defines competency areas highly specific to science, as well as more general competency areas that include aspects common to all subjects. Each competency area is described by competency expectations, which, in turn, are structured with reference to the four technology-related dimensions of the TPACK framework (i.e., Technological and Pedagogical Content Knowledge) and three levels of performance (Name, Describe, Use/Apply). Derived from DiKoLAN, a corresponding self-assessment instrument (DiKoLAN-Grid) was developed and empirically tested for the two competency areas, (n = 118) and Information Search and Evaluation (n = 90), in biology student teachers. By means of path models, tendencies regarding structural correlations of the four components Special Tools (TK), Content-specific Context (TCK), Methods and Digitality (TPK), and Teaching (TPACK) are presented for both competency areas and discussed, as well as in comparison to previously conducted, subject-unspecific surveys.

The world is full of colors. Most of the colors we see around us can be created on common digital displays simply by superposing light with three different wavelengths. However, no mixture of colors can produce a fully pure color identical to a spectral color. Using a smartphone, students can investigate the main features of primary color addition and understand how colors are made on digital displays.

When a stethoscope is placed on the chest over the heart, sounds coming from the heart can be directly heard. These sound vibrations can be captured through a microphone and the electrical signals from the transducer can be processed and plotted in a phonocardiogram. Students can easily use a microphone and smartphone to capture and analyse characteristic heart sounds. Since smartphones are commonplace and require only inexpensive supplementary equipment, the experiments can be carried out by the students themselves. This allows for the separation of the class into small groups and into experimental homework assignments, so that the students can carry out measurements with less ambient noise.