Abstract
This paper describes action research on teacher education aiming at innovating a course on the use of modern ICT in science education. The background of the action research project is presented and experiences and effects are also discussed. The study was carried out at a German university focusing an educational course for pre-service chemistry teachers. The course was cyclically refined over a time span of three years by participatory action research. The accompanying research revealed positive effects of the course on the student teachers. The research focused on changes in student teachers’ attitudes and self-efficiency beliefs concerning the use of digital media in general and in chemistry education in particular. More investment in action research in innovating science teacher education is needed. The presented case allows to serve as a promising example.
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