The teaching-learning lab Digi-Space: A design-based research pilot on digital media integration in pre-service physics teacher education
Judith Maria Schmid 1 * , Johannes F. Lhotzky 2 , Joaquin Veith 1 , Philipp Bitzenbauer 1
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1 Institute of Physics Education, Faculty of Physics and Earth System Sciences, Leipzig University, Leipzig, GERMANY2 Institute of Physics, Johannes Gutenberg University Mainz, Mainz, GERMANY* Corresponding Author

Abstract

Technology-rich physics teaching requires pre-service teachers to coordinate technical, content-related, and pedagogical knowledge. Yet empirical evidence on how novice teachers allocate attention across these domains during lesson design remains limited. This pilot study examines how pre-service physics teachers allocate time and attention while planning digitally enriched lessons, and which factors shape their resource use. Guided by the technological pedagogical content knowledge framework and the synthesis of qualitative evidence 2 model, we conducted a qualitative case study within a design-based research cycle. N = 16 pre-service physics teachers participated in a seminar. Data from pre- and post-surveys, learning diaries, and semi-structured interviews were analyzed using reflexive thematic analysis. Results show a strong asymmetry: planning was dominated by technical problem-solving, while pedagogical reasoning became increasingly marginal. Key influences were technical novelty, inconsistent self-organization, unclear task requirements, and reluctance to seek instructor support. The findings suggest that early and structured scaffolding may help prevent technical demands from overshadowing pedagogical reasoning.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 22, Issue 10, October 2026, Article No: em2928

https://doi.org/10.29333/ejmste/19400

Publication date: 25 Sep 2026

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