Development and validation of instructional vignettes for training prospective science and chemistry teachers in inclusive settings.

Since 2006, the UN Convention on the Rights of Persons with Disabilities has called for the reform of teacher training in order to prepare teachers for the requirements of inclusive education. Accordingly, NRW has anchored teaching content regarding the constructive handling of inclusion in the content of teacher training courses.

However, preparation for the fields of action of inclusive teaching from the perspective of teaching methodology is still rare. In science teaching, knowledge acquisition is often added as a special learning situation in the form of inquiry-based learning. Accordingly, teachers need to be prepared for the implementation of experiment-based learning opportunities in an inclusive context. Initial insights into how good inclusive teaching can be implemented in the chemistry classroom are already available, but a concretization and systematization with regards to the different forms of special needs has not yet taken place.

Cumulative learning and the associated transition from primary to lower secondary education are a crucial point for the successful development of competencies over the period of the entire school career. That the associated challenges are not always resolved becomes clear when one looks into results of school performance studies.

Regarding this background, the aim of the work is the development and evaluation of video-based teaching vignettes for the training of prospective teachers in the field of planning and implementing  experiment-based learning in inclusive chemistry classrooms. The work focuses on experiment-based learning opportunities which are thematically designed to apply to the transition from primary to secondary level and thus enable cumulative learning at the transition in particular.