Using the Electron Gas Model in Lower Secondary Schools—A Binational Design-Based Research Project

Haagen, C. Hess; Burde, Jan-Philipp; Hopf, Martin; Spatz, Verena; Wilhelm, Thomas

doi:10.1007/978-3-030-18137-6_1

Cited by 3 publications

(3 citation statements)

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“…Drawing such conclusions is not possible yet because of the small number of teachers who have completed the follow-up survey to date. As a final step, we plan to compare the results from the EKo project with findings on the other two teaching concepts that were developed as part of the overall EPo-EKo project [9].…”

Section: Discussion and Outlookmentioning

confidence: 99%

“…The project is part of the binational project "Electricity with Potential -Electricity with Contexts" (EPo-EKo) of seven universities from Germany and Austria [9]. Within this overall project, a total of three teaching concepts on electric circuits were developed and are being evaluated in collaboration with high schools in Germany and Austria.…”

Section: Motivation For the Research Projectmentioning

confidence: 99%

“…As suggested by the sequence of chapters, the concept as a whole follows a conventional content structure [15]. This distinguishes the EKo concept from the other two teaching concepts developed as part of the EPo-EKo project [9], which follow a content structure with a focus on potential difference [16]. Based on the findings from the studies mentioned above, a preliminary version of the teaching resources was developed by the research groups of the EPo-EKo project.…”

Section: Theory-led Development Of the Teaching Conceptmentioning

confidence: 99%

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A Context-based Teaching Concept on Electric Circuits - Development and First Results

Gottschlich,

Burde,

Wilhelm

et al. 2024

J. Phys.: Conf. Ser.

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Despite the importance of electricity for today’s industrial society, students often perceive the abstract topic of electric circuits as uninteresting. In order to foster students’ interest, we developed a context-based teaching concept on simple circuits. Building on research findings on students’ interests, the concept covers the topic at the example of contexts like bumper cars, the electric eel, or the electric fence. While previous studies suggest that such a context-based approach can improve affective factors such as student interest, the evidence on the impact on students’ conceptual understanding is inconclusive. Therefore, we empirically evaluated the teaching concept in a field study with 7th and 8th graders to investigate the effects of context-based teaching on students’ conceptual understanding, while also assessing their interest and self-concept. By comparing our concept with conventional teaching in a pre-post-follow-up design, we aim to improve the current state of research regarding the effects of context-based teaching in authentic teaching environments. First analyses did not reveal significant differences between the context-based concept and conventional approaches, neither regarding the affective factors interest and self-concept nor conceptual understanding.

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Section: Discussion and Outlookmentioning

confidence: 99%

Section: Motivation For the Research Projectmentioning

confidence: 99%

Section: Theory-led Development Of the Teaching Conceptmentioning

confidence: 99%

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A Context-based Teaching Concept on Electric Circuits - Development and First Results

Gottschlich,

Burde,

Wilhelm

et al. 2024

J. Phys.: Conf. Ser.

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Results of a Design-Based-Research Study to Improve Students’ Understanding of Simple Electric Circuits

Burde

Wilhelm

2020

Challenges in Physics Education

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Content structure and analogies in introductory electricity chapters of physics schoolbooks

2019

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Introductory electricity is a difficult topic for most lower secondary students, especially the development of an adequate conceptualisation of voltage is seen as a major obstacle. A few instructional concepts concerning the teaching and learning of physics have been proven helpful when it comes to constructing conceptual knowledge. For example, the choice of content structure, meaningful elementarisation of basic concepts or adequate use of analogies. What has not been in the focus is how physics school textbooks consider these factors. In this article, we compare four widely used Austrian physics school textbooks concerning their content structure, definition of basic concepts and their use of analogies. Results show that the concept of ‘content structure diagrams’ is a useful tool to analyse schoolbooks. Although Austria has a compulsory syllabus, the four schoolbooks greatly differ in the amount of covered content and interlinking of concepts. However, a few common approaches regarding the sequencing of the concepts were identified and are reported in this article.

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Using the Electron Gas Model in Lower Secondary Schools—A Binational Design-Based Research Project

Cited by 3 publications

References 5 publications

A Context-based Teaching Concept on Electric Circuits - Development and First Results

A Context-based Teaching Concept on Electric Circuits - Development and First Results

Results of a Design-Based-Research Study to Improve Students’ Understanding of Simple Electric Circuits

Content structure and analogies in introductory electricity chapters of physics schoolbooks

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