Krause, Eduard
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Krause, Eduard
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Publication Access status: Open Access , Das Erhaltungsprinzip in der Physik und seine Anwendung im Physikunterricht(2013)The present dissertation will discuss, based on the philosophy and the history of science, the principle of conservation in physics as a structuring and systemizing fundamental principle. Furthermore the principle of conservation functions as a principle of reasoning that has been used effectively throughout the history of physics and still works beneficially for today’s physics class at school. The goal of placing an emphasis on conservation as a fundamental principle and cognitive tool within physics class is to foster a conceptual understanding and intertwining of physical knowledge. Conceptual knowledge in this case does not mean an overview and intertwining of physical knowledge only but the ability of autonomous physical reasoning as well. Therefore it will also be discussed how conservation in both of these roles - as a fundamental principle and a tool for problem solving – can be used in class. A clearly structured teaching intertwining with the student’s prior knowledge as well as imparting a physical way of thinking for performing open tasks is emphasized in these didactic considerations. For a potential implementation a teaching unit dealing with the electric field has been designed which has already been tested in a year 12 class. An analysis of different school books shows the degree of importance conservation has had in physics class up to now. This analysis included six commonly used school books for eleventh to thirteenth grade and the respective teacher’s editions. It becomes obvious that the promotion of a conceptual understanding of physics has yet room for improvement.Source Type:Doctoral Thesis728 515 - Some of the metrics are blocked by yourconsent settings
Publication Access status: Open Access , Relevant content for a scientific collaboration in mathematics and physics education research - a comparative content analysis of handbooks and conference proceedings in Germany and VietnamThis article presents a possible framework for the cooperation of mathematics and physics education research domains. Moreover, the potential topics for such a scientific collaboration are explained by means of a structuring qualitative content analysis of current handbooks and conference proceedings in Germany and Vietnam. These topics can form a basis for further projects on the connection of subject-related didactics. One of these projects is an interdisciplinary course in teacher training at the Hanoi National University of Education (HNUE) as part of the Inter TeTra project between the HNUE and the University of Siegen.Source Type:Article345 120