Das Erhaltungsprinzip in der Physik und seine Anwendung im Physikunterricht

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.