Thomas Schubatzky
Biographic Data
| ID | 4636483 |
|---|---|
| NAME | Thomas Schubatzky |
| GIVEN NAMES | Thomas |
| FAMILY NAME | Schubatzky |
| SIGNATURE | SCHUBATZKY T |
| AFFILIATIONS | Universität Innsbruck |
| ORCID | 0000-0002-0736-7468 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
How learning about climate change affects intention and willingness to teach
Climate change education can act as a social tipping element that accelerates transformative change towards stabilizing Earth’s climate by 2050. As the global climate crisis intensifies, it is increasingly important for teachers to incorporate climate change topics into their teaching. This pre-post study investigates how N = 71 physics pre-service teachers’ (PST) conceptual understanding of climate change is related to their intention and willin…
Teacher Education in the Age of Digitality
In response to the essential need for digital competences in education, a 3‐year Design‐Based Research project was conducted to prepare pre‐service mathematics and science teachers for the demands of teaching in the digital age. Over three design cycles, an evidence‐based course design for teaching and learning with and about digital media was developed. The interactions of 37 pre‐service teachers with the course design were examined using a mixe…
Low pressure’, ‘high commitment’, and ‘low control’ – latent profile analysis of teachers’ perceptions regarding teaching climate action as a socio-scientific issue
Systematizing Decisions in Design‐Based Research
There is a general consensus that design‐based research (DBR) is a genre of approaches in education research to design interventions for specific problems with the aim to gain an understanding of how they work in the problem context. While there is a considerable body of literature discussing the epistemic and methodological aspects of DBR, we found little guidance on how to actually design an intervention. The majority of research articles about…
Navigating the complexities of student understanding
The greenhouse effect is a complex scientific phenomenon that plays a crucial role in understanding climate change. Grasping students' understanding of this phenomenon on the content‐specific level but also how students' conceptions are organized is vital for effective climate change education. This study addresses both levels and delves into the relationship between students' frameworks and knowledge pieces of the greenhouse effect through the a…
Supporting Preservice Teachers in Analyzing Curriculum Materials
Developing evidence-based curricula is a common approach in science education research to improve the quality of teaching. Curriculum developers recurrently provide curriculum materials (CMs) to support teachers who design instruction in the classroom. However, these CMs are often designed for students, and the features of CMs that are supportive of student learning are not sufficiently explained. Extant studies indicate that teachers struggle to…
Predicting the development of digital media PCK/TPACK
In today's digital age, incorporating technology in teaching has become increasingly important. To prepare future teachers, understanding the factors that influence the development of teachers' corresponding knowledge base is crucial. However, not only is there a small number of studies investigating the development of pre-service teachers' professional knowledge, but these studies also predominantly rely on cross-sectional and/or self-reported d…
Debunking Climate Myths Is Easy—Is It Really? An Explorative Case Study with Pre-Service Physics Teachers
Climate change is a complex topic and hence makes teaching climate change a demanding task. This is especially because climate change still represents a (socially) controversial topic and students may be confronted with misrepresentations and misinformation about climate change in their daily lives. Therefore, it is important that science teachers are equipped with skills to properly respond to or “debunk” climate change misinformation, and to tr…
Fostering Pre-Service Physics Teachers’ Pedagogical Content Knowledge Regarding Digital Media
Since the use of digital media opens new possibilities in physics education, pre-service teachers should develop pedagogical content knowledge (PCK) regarding digital media during teacher education. In the joint project DiKoLeP (German for: digital competencies of pre-service teachers in physics) of RWTH Aachen University, the University of Graz and the University of Tübingen, we therefore developed and implemented a university teaching concept w…
No prominent works on this page.
Debunking Climate Myths Is Easy—Is It Really? An Explorative Case Study with Pre-Service Physics Teachers
Climate change is a complex topic and hence makes teaching climate change a demanding task. This is especially because climate change still represents a (socially) controversial topic and students may be confronted with misrepresentations and misinformation about climate change in their daily lives. Therefore, it is important that science teachers are equipped with skills to properly respond to or “debunk” climate change misinformation, and to tr…
Fostering Pre-Service Physics Teachers’ Pedagogical Content Knowledge Regarding Digital Media
Since the use of digital media opens new possibilities in physics education, pre-service teachers should develop pedagogical content knowledge (PCK) regarding digital media during teacher education. In the joint project DiKoLeP (German for: digital competencies of pre-service teachers in physics) of RWTH Aachen University, the University of Graz and the University of Tübingen, we therefore developed and implemented a university teaching concept w…
Supporting Preservice Teachers in Analyzing Curriculum Materials
Developing evidence-based curricula is a common approach in science education research to improve the quality of teaching. Curriculum developers recurrently provide curriculum materials (CMs) to support teachers who design instruction in the classroom. However, these CMs are often designed for students, and the features of CMs that are supportive of student learning are not sufficiently explained. Extant studies indicate that teachers struggle to…
Predicting the development of digital media PCK/TPACK
In today's digital age, incorporating technology in teaching has become increasingly important. To prepare future teachers, understanding the factors that influence the development of teachers' corresponding knowledge base is crucial. However, not only is there a small number of studies investigating the development of pre-service teachers' professional knowledge, but these studies also predominantly rely on cross-sectional and/or self-reported d…
Navigating the complexities of student understanding
The greenhouse effect is a complex scientific phenomenon that plays a crucial role in understanding climate change. Grasping students' understanding of this phenomenon on the content‐specific level but also how students' conceptions are organized is vital for effective climate change education. This study addresses both levels and delves into the relationship between students' frameworks and knowledge pieces of the greenhouse effect through the a…
How learning about climate change affects intention and willingness to teach
Climate change education can act as a social tipping element that accelerates transformative change towards stabilizing Earth’s climate by 2050. As the global climate crisis intensifies, it is increasingly important for teachers to incorporate climate change topics into their teaching. This pre-post study investigates how N = 71 physics pre-service teachers’ (PST) conceptual understanding of climate change is related to their intention and willin…
Teacher Education in the Age of Digitality
In response to the essential need for digital competences in education, a 3‐year Design‐Based Research project was conducted to prepare pre‐service mathematics and science teachers for the demands of teaching in the digital age. Over three design cycles, an evidence‐based course design for teaching and learning with and about digital media was developed. The interactions of 37 pre‐service teachers with the course design were examined using a mixe…
Low pressure’, ‘high commitment’, and ‘low control’ – latent profile analysis of teachers’ perceptions regarding teaching climate action as a socio-scientific issue
Systematizing Decisions in Design‐Based Research
There is a general consensus that design‐based research (DBR) is a genre of approaches in education research to design interventions for specific problems with the aim to gain an understanding of how they work in the problem context. While there is a considerable body of literature discussing the epistemic and methodological aspects of DBR, we found little guidance on how to actually design an intervention. The majority of research articles about…
Mathematics education (7 works) · Psychology (7 works) · Climate change (4 works) · Climate Change Communication and Perception (4 works) · Computer Science (4 works) · Pedagogy (4 works) · Digital literacy in education (3 works) · Environmental Education and Sustainability (3 works) · Sociology (3 works) · Animal and Plant Science Education (2 works)