معرفی
Katharina Fricke is a Professor at the University of Münster's Faculty of Educational Sciences, Department of Science Education. Her work focuses on science education, classroom management, and teacher training, with particular emphasis on primary and secondary physics education. She has been actively involved in multiple federally funded research projects including the BMFTR Quality Initiative for Teacher Training and DFG research groups.
Her research interests span classroom management effectiveness, digital media integration in science education, and teacher professional development. Fricke has developed innovative approaches for assessing digital competence in primary education and created tablet-based lesson series for science instruction, particularly focusing on topics like evaporation and condensation. Her work emphasizes the connection between effective classroom management and student learning outcomes in science education.
Recent publications reveal a strong trend toward technology-enhanced science education, with numerous studies on tablet-based instruction and digital competence development in primary classrooms. Her research consistently examines the intersection of traditional science teaching methods with modern digital tools, seeking to enhance both subject knowledge and digital literacy simultaneously.
Fricke has led significant projects including the federally funded initiative 'Promoting computer and information-related competence in science lessons' (2016-2020) and the 'Eigenmittelprojekt Lehr-Lern-Labore' as part of the Quality Initiative for Teacher Training at WWU (2016-2019). Her work within the DFG Research Group FOR 511 examined science teaching across primary-secondary transitions.
Her research methodology often involves multi-perspective analyses, combining student ratings, video analyses, and quasi-experimental designs. Fricke has established international collaborations, presenting work at conferences in the US, Australia, Turkey, and across Europe. Current research focuses on developing valid assessment instruments for digital competence and creating model lesson series that integrate subject knowledge with technology skills.
