Nathalie Beck

Nathalie Beck is a Research Associate and PhD student in Chemistry Education at the University of Duisburg-Essen, where she contributes to advancing inclusive science education through innovative teacher training tools. Her work is based in the Department of Chemistry Education within the Faculty of Engineering and Education.

• Research Associate, Chemistry Education, University of Duisburg-Essen (since 03/2023)
• PhD Candidate, Dissertation Project: ICE – Inclusive Chemical Experimentation
• Master of Education in Primary School Teaching (2016–2022)
• Bachelor of Science in Primary School Teaching (2012–2016)
• Lecturer in Mathematics Outreach Project (2015–2017)

Her research focuses on inclusive science and chemistry education, particularly on developing video-based teaching vignettes to support prospective teachers in planning inquiry-based, experiment-driven lessons for diverse learners. Her work addresses the critical transition from primary to secondary education, aiming to strengthen cumulative learning and reduce achievement gaps. Themes include pedagogical content knowledge (PCK), inclusive didactics, and the integration of digital tools in teacher education.

The publications and presentations by Nathalie Beck reflect a strong trend in science education research, emphasizing inclusive practices, teacher preparation, and the use of vignettes as pedagogical tools. Her work spans interdisciplinary STEM education, digital transformation in schooling, and subject-specific didactics in chemistry and general science. The research consistently targets inclusive inquiry-based learning, lesson planning competence, and teacher professional development using video-based scenarios.

Scientific memberships include:

• Society for Chemistry and Physics Education (GDCP)
• Society for Didactics of Social Science (GDSU)
• Institute for Educational Quality Improvement (IZfB)
• Center for Teacher Education (ZLB)
• European Science Education Research Association (ESERA)

Nathalie Beck is actively involved in advising and research projects such as ICE – Inclusive Chemical Experimentation and Com e MINT, focusing on adaptive STEM continuing education. While no formal students are listed, she contributes to teacher training and professional development. Her work is supported by institutional and network-based grants related to inclusive and digital education. She collaborates within research teams focused on STEM interdisciplinarity and teacher education reform.

She is a key member of the ICE – Inclusive Chemical Experimentation research team, which develops didactic tools and action catalogs for inclusive science teaching. Her work is embedded in broader initiatives like the competence network lernen:digital, fostering collaboration between researchers, teachers, and policymakers to shape digital transformation in education. The team emphasizes community networking, interdisciplinary coordination, and practical teacher support.