Abstract
Currently not many people would doubt that computers play an essential role in both public and private life in many countries. However, somewhat surprisingly, evidence of computer use is difficult to find in German state schools although other countries have managed to implement computer-based teaching and learning in their schools. This paper attempts to understand the reasons for this phenomenon and to show that more research and development on computer-based teaching and learning should be done. It starts with some comments on the importance of computer-based learning, followed by a description of the development of ICT in education since the 1990s in Germany and the general situation at public schools. After focusing on the frame of educational policy in Germany, the situation in schools, including the person of the teacher, is then reflected upon and compared to the situation in other countries. Finally, current developments of computer-based learning in chemistry education in Germany are discussed and a frame of further research is proposed.
Highlights
Computer related abilities are vital qualifications in technological societies such as Germany which depend on quick and easy access to information
The abilities to work with computers in a goal-oriented manner, to reflect upon the potentials and dangers of different aspects of computer use, and to be able to choose which software is best suited to what task is crucial for both professional and social development
Computers can support and enrich practical work because it is known from research that computer-based learning in chemistry can foster the understanding of chemical concepts in the laboratory environment
Summary
Science teaching in general and chemistry education in particular can include aspects such as data logging and data handling, working with visualisations, or producing chemical drawings. The potential to use different types of visualisations (e.g. static, dynamic, and interactive) is unique in chemistry and should be included in day-to-day teaching. Proper chemical education needs to include other elements, like practical work, that support the students’ learning about chemistry concepts and their application in everyday life. Computers can support and enrich practical work because it is known from research that computer-based learning in chemistry can foster the understanding of chemical concepts in the laboratory environment. Computers should be, like experiments, one of the supporting pillars of a modern chemistry education. Do teachers provide opportunities for their pupils to take part in computer-based learning, and if so, how are they
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