Evidence map›Paper›PMID 41209812›Full record

ArticleFrontiers in psychology2025

The development of pre-service biology teachers' intention to use digital incremental scaffolds: insights from guided online training.

Margit Offermann, Rebekka Karbstein, Ricarda Lohrsträter, Nadine Großmann, Jörg Großschedl, Lea Gussen, Svea Isabel Kleinert, Steffen Schaal, Pascal Schaldach, Matthias Wilde

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Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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1 · What the graph read from it

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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

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3 · Its place in the literature

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4 · The record

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5 · Who and what money

Authors and funding

10 authors.

Margit Offermann *Department of Biology Didactics (Zoology/Humanbiology), Bielefeld University, Bielefeld, Germany.
Rebekka Karbstein *Institute for Biology, University of Education Ludwigsburg, Ludwigsburg, Germany.
Ricarda Lohrsträter *Institute of Biology Education, University of Cologne, Cologne, Germany.
Nadine Großmann *Institute of Biology Education, University of Cologne, Cologne, Germany.
Jörg Großschedl *Institute of Biology Education, University of Cologne, Cologne, Germany.
Lea Gussen *Institute of Biology Education, University of Cologne, Cologne, Germany.
Svea Isabel Kleinert *Biology Education Research and Learning Lab (BERLL), University of Duisburg-Essen, Essen, Germany.
Steffen Schaal *Institute for Biology, University of Education Ludwigsburg, Ludwigsburg, Germany.
Pascal Schaldach *Department of Biology Didactics (Zoology/Humanbiology), Bielefeld University, Bielefeld, Germany.
Matthias Wilde *Department of Biology Didactics (Zoology/Humanbiology), Bielefeld University, Bielefeld, Germany.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Introduction: In an increasingly digital educational landscape, it is essential that teachers not only possess subject-specific knowledge but are also able to integrate digital tools in their teaching. This study investigates the impact of an asynchronous digital teacher training course on pre-service biology teachers' behavioral intentions regarding the implementation of digital incremental scaffolds. Based on the Theory of Planned Behavior (TPB) and the Technological Pedagogical and Content Knowledge (TPACK) framework, this study explores psychological and pedagogical factors that predict such behavioral changes. Methods: As an intervention, an iMooX-hosted training comprised eight modules, divided into an introductory unit, a basic module and three advanced modules to support the development and implementation of digital incremental scaffolds in biology lessons. A total of 100 German pre-service biology teachers ( Results: There were significant increases across all sub-dimensions of the TPB, with the highest effective sizes in attitude ( Discussion: These findings support the relevance of internal beliefs and social expectations in driving pre-service teachers' intention to integrate digital tools. The results also emphasize the importance of pedagogical-technological knowledge in shaping teachers' confidence in implementing such digital tools. The study's implications for designing practical informed digital training formats in teacher education are discussed.

Indexed as

behavioral intentionpre-service teachersprofessional developmentscaffoldsteacher trainingTPACK

Identifiers

PMID41209812
PMCPMC12593513

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.