Inclusion and digitization are key issues in the professionalization of teachers. The heterogeneity of students in inclusive classes brings different needs of learners. Consequently, instruction needs concepts that enable all students to participate, especially in science classes and its specific processes and procedures such as inquiry learning. Inquiry learning is an active method of learning that involves posing questions, problems, or scenarios and scientific methods such as conducting experiments. Many barriers can arise in this complex process (Baur, 2018; Stinken-Rösner & Abels, 2021). The use of digital media can enable access and avoid barriers through multimedia design (Kerres, 2018). In order to effectively use digital media to promote inquiry learning and reduce barriers, teachers need professional knowledge and competencies. The TPACK model describes teachers' professional knowledge as the interplay of content knowledge, pedagogical knowledge, and technological knowledge (Mishra & Koehler, 2006). Besides professional knowledge, there are other factors that influence teaching actions. These include attitudes, motivation, and self-regulation (Baumert & Kunter, 2006). Looking more closely at attitudes, it appears that positive attitudes, along with high self-efficacy expectations, are an important predictor of planned behaviour (Fishbein & Ajzen, 2010). For example, teachers with positive attitudes toward inclusion teach more effectively for all students (Jordan et al., 2009). Positive attitudes and high self-efficacy are also shown to be predictors of inclusive teaching (Sharma & Jacobs, 2016). Furthermore, participation in courses on inclusion is shown to have a positive impact on attitudes toward inclusion (Sharma, 2012; Miesera & Gebhardt, 2018; Miesera & Will, 2017). In the topic area of digitalization, teachers' attitudes are also shown to be crucial for its use in the classroom (Eickelmann & Vennemann, 2017). All these findings indicate that attitudes and self-efficacy expectations are important factors for the implementation of both inclusive teaching and the use of digital media. However, in order to apply these general statements about inclusive teaching and media use to subject-specific issues such as inquiry learning, the topics must be considered in conjunction with each other. The aim of the study is to train teachers specifically for the use of digital media in heterogeneous classes in biology education. On the one hand, the question arises whether the targeted transfer of knowledge about the areas of inclusion and digitization in an intervention has an effect on the professional knowledge of the teachers in the TPACK domains. On the other hand, the attitudes of the teachers towards the topics of inclusion and digitization are to be investigated. This leads to the question which correlations exist between the self-assessment in the TPACK domains and the attitudes towards inclusion and digitization.

The study design consists of a teacher training with pre and post survey. Biology teachers of German secondary schools take part in a one-day digital teacher training dealing with "digital supported inquiry learning for all students". The training aims at increasing teachers' professional knowledge according to the TPACK model (Mishra & Köhler, 2006). Therefore, teachers plan and perform an experiment on the enzymatic browning of apples, which is digitally supported in all phases (planning, implementation, evaluation). In addition, they take into account the needs of students and elaborate possible barriers. The outcome of the training is a planned experiment supported by digital media to differentiate the phases of the inquiry process. Participants are randomly assigned to three experimental groups. The experimental groups differ in the instruction phases in advance of the work phase. The first group focusses on the design of digital media, media didactics and the use of digital media in science teaching. The second group focuses on approaches to inclusive didactics, concepts for differentiation and their implementation in science lessons. The last group has an integrated format for the instructions. This includes the mentioned aspects of digital media from the first experimental group as well as the aspects of differentiation of the control group. The pre-post survey contains scales about teachers’ attitudes towards digitalisation and inclusion. The scale attitudes towards digitalization addresses different aspects of learning with digital media like anchoring in the curriculum, influence on the teaching level and on the student`s activity (Vogelsang, Finger, Laumann, & Thyssen, 2019). The scale attitudes towards inclusion contains two main constructs “schooling and support” and “social inclusion” (Kunz, Luder, & Moretti, 2010). Furthermore, the survey covers self-efficacy assumptions regarding inclusion and digitalisation in accordance with the TPACK model (modified according to Graham et al., 2009). For this purpose, the TPACK scales of Graham et al. (2009) were modified and adapted to the content of the intervention. The pilot study with 60 participants shows very good reliabilities of the scales (α > .812). The intervention took place from June 2021 to January 2022 as one day teacher trainings. A total of 141 Bavarian secondary school biology teachers (70% female) were trained in small groups of up to ten people.

A Rasch analysis was performed to determine the quality of the scales, carried out with Winsteps software. The reliabilities (> 0.8) and separation indices (> 2) for all scales are quite satisfactory, except for the item separation reliability of the TCK scale, which is slightly below the desired values. To compare pretest and posttest results, the item difficulty of the pretest was anchored and then the person ability was calculated on the posttest. The person abilities were compared between the measurements using a t-test with connected samples. The t-tests were performed with IBM SPSS. With the exception of the TK scale, there are significant improvement in teacher ratings in attitudes towards inclusion (t = 2.840; p = 0.006; n = 52), attitudes towards digitalization (t = 2.795; p = 0.007; n = 52) and the TPACK scales (TPACK: t = 5.294; p < 0.001; n = 52; TCK: t = 2.772; p = 0.008, n = 52; TPK: t = 2.274, p = 0.027, n = 52) after the intervention. We conclude the effectiveness of the intervention to support teachers’ professional knowledge to use digital media in teaching in general and especially for inquiry learning in heterogeneous classes. However, there are no significant differences between the three experimental groups. This shows that the influence of theoretical discussion is too small compared to other factors such as practical work and discussion about implementation using real subject examples. A follow-up survey will provide more information about the actual use of digital media for differentiation in the classroom and show whether there is a difference due to the knowledge input after the application of the learned contents. In summary, the study shows how teachers can be effectively prepared for experimenting with digital media in heterogeneous groups through practical training.

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