Promoting Digitally Supported Inquiry Learning in Diverse Classrooms Through Teacher Training

Abstract

AbstractIn order to effectively use digital media to promote low-barrier inquiry learning, teachers need professional knowledge and skills, as well as positive attitudes and self-efficacy assumptions. This study examines the effectiveness of in-service training on changing teachers’ attitudes and self-efficacy assumptions in the area of inclusion and digitalization as important prerequisites for being able to design digital learning environments for doing science in inclusive settings. The single-factor study design included a three-stage variation of teacher training sessions, in which 141 Bavarian biology teachers participated in small groups in a one-day webinar. Teachers planned and performed a digitally supported experimentation and were trained to meet the needs of diverse learners. There are significant improvements in attitudes toward digitalization and in teachers’ self-efficacy assumptions, regardless of the training group. However, there are no statistically significant differences between the training groups. Thus, although the training is effective overall, the influence of the theoretical discussion is too small compared to other phases of the intervention, such as the practical experimentation. There is also a correlation between attitudes towards inclusion and digitalization after the training. Overall, there is a demand for inclusion and digitalization to be used in a more integrated way in teacher training, and thus to further promote the participation of all students in doing science.