• Teacher professionalisation
• BnE in physicsteaching
• non-for-free-choice learning in the student and citizen laboratory
• Didactic reconstruction of topics of the modernn physics in the co-operationbetween subjectsphysics and physicsdidactics
• Physics didactic development research

• Climate change and the physical dynamics of the Wadden Sea as a subject of school and extracurricular environmental education (funded by the DBU)
• MINT in informal spaces (GINT) (funded by the state of Lower Saxony)

• Learning and teaching physics I
• Learning and teaching physics II
• Physics didactic research for practice
• Modern physics and its didactic realisation
• Experimental practical course with vocational relevance
• Experimental work placement for secondary, intermediate and special schools
• Accompanying seminar for the research and development internship
• Accompanying seminar for the specialised internship (GYM and GHR240)
• Preparation and supervision of the project volume (GHR)
• Energy Interdisciplinary Ringveranstaltung
• Guidance on scientific work for the Master's thesis (GYM, SoPäd, GHR & WiPäd)
• Guidance on scientific work for the Bachelor's thesis

Submitted

Bliesmer, K., Tischer, J. & Komorek, M. (submitted). Two approaches to the realisation of education for sustainable development in teacher education. In C. Neidel, M. Kubsch, S. Sorge, N. Graulich & J. Arnold (Eds.), Teacher education of tomorrow. Waxmann.

Ballhausen, H., Harder, I., Haverkamp, H., Stuke, A., Ewig, M., Döhrmann, M., Janßen, N., Tischer, J., Bliesmer, K., Fresemann, J. & Komorek, M. (submitted). MINT-Cluster: Regional networks with strong student labs. LeLa-Magazine. Lernort Labor - Federal Association of School Laboratories.

Tischer, J., Bliesmer, K. & Komorek, M. (submitted). In-depth school knowledge as an instrument of knowledge networking. The role of the factual structure diagram in the subject of physics. In I. Glowinski (Ed.), Networking of knowledge among student teachers - a black box for professionalisation research? University of Potsdam.

in print

Bliesmer, K. & Komorek, M. (in press). The importance of non-formal learning for STEM education: Interview studies with stakeholders and families. In C. Angele, C. Bertsch, M. Hemmer, S. Kapelari, G. Leitner & M. Rothgangel (Eds.), Subject didactics at the centre of research transfer and transfer research (= Series: Fachdidaktische Forschungen). Waxmann.

Komorek, M., Bliesmer, K., Richter, C. & Sajons, C. (in press). Model of adaptive-cyclical research-based learning for the professionalisation of prospective physics teachers. In H. Rautenstrauch (Ed.), Forschendes Lernen in der Universität - Ein fach- und fachrichtungsbezogene Blick auf die Lehrkräftebildung. Flensburg: European University of Flensburg.

2023

Bliesmer, K. & Komorek, M. (eds.) (2023). Didactic reconstruction. Subject didactic approach for current educational tasks. BIS-Verlag.

Komorek, M. & Bliesmer, K. (2023). Research-based learning on the subject of teaching modern physics. In S. Habig & H. v. Horst (Eds.), Learning, teaching and research in a digitally shaped world (pp. 667-670). Society for Didactics of Chemistry and Physics (GDCP).

Bliesmer, K. & Gorr, C. (2023). Master students advise a science from a physics didactic perspective. In S. Habig & H. v. Horst (Eds.), Learning, teaching and research in a digitally shaped world (pp. 266-269). Society for Didactics of Chemistry and Physics (GDCP).

Speiser, J., Rieß, F. & Bliesmer, K. (2023). Developing and testing an adult education course "Nature of Science" in physics didactics. In S. Habig & H. v. Horst (Eds.), Learning, teaching and research in a digitally shaped world (pp. 897-900). Society for Didactics of Chemistry and Physics (GDCP).

Striligka, A., Bliesmer, K., Sajons, C. & Komorek, M. (2023). Adaptation of constructivist learning and teaching models for non-formal science education research. In P. Patrick (Ed.), Applying Learning Theories in Research Outside the Classroom. New York: Springer.

2022

Bliesmer, K. & Komorek, M. (2022a). Importance of non-formal learning for STEM education. Interview study with stakeholders. In H. Grötzebauch & S. Heinicke (Eds.), PhyDid B - Didaktik der Physik - Beiträge zur DPG-Frühjahrstagung (pp. 493-500). German Physical Society. Available online at: https://ojs.dpg-physik.de/index.php/phydid-b/article/view/1217/1525 [Accessed: 07/05/2023].

Bliesmer, K. & Komorek, M. (2022b). Didactically reconstructing coastal physics for extracurricular learning locations. In S. Habig & H. v. Horst (Eds.), Uncertainty as an element of science-related educational processes (pp. 440-443). Society for Didactics of Chemistry and Physics (GDCP). Available online at: https://www.gdcp-ev.de/wp-content/tb2022/TB2022_440_Bliesmer.pdf [Accessed: 07/05/2023].

Komorek, M., Ahrenholtz, I., Naber, J., Bliesmer, K. & Sajons, C. (2022). Assessing needs with regard to non-formal STEM programmes. In S. Habig & H. v. Horst (Eds.), Uncertainty as an element of science-related educational processes (pp. 216-219). Society for Didactics of Chemistry and Physics (GDCP). Available online at: https://www.gdcp-ev.de/wp-content/tb2022/TB2022_216_Komorek.pdf [Accessed: 07/05/2023].

Krüger, P. & Bliesmer, K. (2022). Didactically reconstructing the physics of sailing for a windsurfing school. In S. Habig & H. v. Horst (Eds.), Uncertainty as an element of science-related educational processes (pp. 676-679). Society for Didactics of Chemistry and Physics (GDCP). Available online at: https://www.gdcp-ev.de/wp-content/tb2022/TB2022_676_Krueger.pdf [Accessed: 07/05/2023].

2021

Bliesmer, K. & Komorek, M. (2021). Exhibit as a differentiating learning task. In experimenta gGmbH (Ed.), Practice, research and innovation in interactive exhibitions (Fachtagung Inter.Aktion 2021) (pp. 66-71). Available online at: www.science-intermedia.de/wp-content/uploads/2021/12/interaktion_i_v12-21b.pdf [Accessed: 06/02/2021].

Bliesmer, K. & Komorek, M. (2021). Didactically reconstructing the physical dynamics of the coast for extracurricular learning centres. In S. Dannemann, J. Heeg & Y. von Roux (Eds.), Das Modell der Didaktischen Rekonstruktion - Rahmen und Impulsgeber für die Entwicklung von Fachdidaktik und Unterricht; HLT - Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion, 4(2), 51-66. Available online at https://www.herausforderung-lehrerinnenbildung.de/index.php/hlz/article/view/2579/4143 [Accessed: 03.02.2022].

Bliesmer, K. & Komorek, M. (2021). Didactic guidelines for exhibitions on structural phenomena. In L. Beyer, C. Gorr, C. Kather, M. Komorek, P. Röben & S. Selle (Eds.), Orte und Prozesse außerschulischen Lernens erforschen und weiterentwickeln (Extracurricular places of learning - contributions to didactics, vol. 6.), pp. 49-58. Münster Lit.

Bliesmer, K. & Komorek, M. (2021). Didactic reconstruction for the further development of extracurricular learning places on the coast. In C. Maurer, K. Rincke & M. Hemmer (Eds.), Specialised education and digital transformation. Fachdidaktische Forschung und Diskurse (Conference of the Society for Specialised Didactics 2020), pp. 161-164 . Regensburg: University of Regensburg. Online at: www.pedocs.de/volltexte/2021/21659/pdf/Maurer_Rincke_Hemmer_2021_Fachliche_Bildung.pdf [Accessed: 9 March 2021].

Bliesmer, K., Roskam, A. & Komorek, M. (2021). Physical dynamics of the coast at extracurricular learning locations. In S. Habig (Ed.), Science education and teacher training in transition? (Conference proceedings of the Society for Didactics of Chemistry and Physics, vol. 41) (pp. 165-168). Essen: GDCP. Available online at: www.gdcp-ev.de/wp-content/tb2021/TB2021_165_Bliesmer.pdf [Accessed: 27.3.21].

2020

Bliesmer, K. & Komorek, M. (2020). Educational Reconstruction of Currents and Structure Formations. In O. Levrini & G. Tasquier (Eds.), Electronic Proceedings of the ESERA 2019 Conference. The beauty and pleasure of understanding: engaging with contemporary challenges through science education, Part 1 (co-ed. A. De Ambrosis & O. Finlayson), pp. 40-49. Bologna: Alma Mater Studiorium - University of Bologna. Available online at: www.dropbox.com/s/v3rzoxz7ypxesc8/Strand%2001.pdf?dl=0 [Accessed: 26.2.2021].

Bliesmer, K. & Komorek, M. (2020). Didactically reconstructing physical dynamics on the coast. In S. Habig (Ed.), Naturwissenschaftliche Kompetenzen in der Gesellschaft von morgen (Tagungsband der Gesellschaft für Didaktik der Chemie und Physik, Vol. 40) (pp. 475-478). Essen: GDCP. Available online at: www.gdcp-ev.de/wp-content/tb2020/TB2020_475_Bliesmer.pdf [Accessed: 26.2.2021].

Bliesmer, K. (2020). Physik der Küste für außerschulische Lernorte - Eine Didaktische Rekonstruktion (Studien zum Physik- und Chemielernen, Vol. 306). Berlin: Logos.

Roskam, A., Bliesmer, K. & Komorek, M. (2020). Climate Change and the Physical Dynamics of Coast, Wadden Sea and Ocean as Topics for Extracurricular Learning. In O. Levrini & G. Tasquier (Eds.), Electronic Proceedings of the ESERA 2019 Conference. The beauty and pleasure of understanding: engaging with contemporary challenges through science education, Part 8 (co-ed. A. Laherto & E. Rybska) (pp. 883-888). Bologna: Alma Mater Studiorium - University of Bologna. Available online at: www.dropbox.com/s/dlgldaxq2grlju7/Strand%2008.pdf?dl=0 [Accessed: 26.2.2021].

2019

Bliesmer, K. & Komorek, M. (2019). Didactically reconstructing flow patterns for exhibitions. In C. Maurer (Ed.), Naturwissenschaftliche Bildung als Grundlage für berufliche und gesellschaftliche Teilhabe (Tagungsband der Gesellschaft für Didaktik der Chemie und Physik, Vol. 39) (pp. 177-180). Regensburg: GDCP. Available online at: www.gdcp.de/images/tb2019/TB2019_177_Bliesmer.pdf [Accessed: 26.2.2021].

2018

Bliesmer, K. & Komorek, M. (2018). Elementalisations of currents and structural formations. PhyDid B - Didactics of Physics - Contributions to the DPG Spring Conference. Available online at: www.phydid.de/index.php/phydid-b/article/view/875 [Accessed: 26.2.2021].

Bliesmer, K., Roskam, A. & Komorek, M. (2018). Elementalisations of coastal structural formations and currents. In C. Maurer (Ed.), Qualitätsvoller Chemie- und Physikunterricht - normative und empirische Dimensionen (Tagungsband der Gesellschaft für Didaktik der Chemie und Physik, Vol. 38) (pp. 304-307). Regensburg: GDCP. Available online at: gdcp-ev.de/wp-content/tb2018/TB2018_304_Bliesmer.pdf [Accessed: 26 February 2021].

Roskam, A., Bliesmer, K. & Komorek, M. (2018). Learning in exhibitions using the example of the National Park Houses on the Wadden Sea - Didactic reconstructions and empirical investigations. In P. Gautschi, A. Rempfler, B. Sommer Häller & M. Wilhelm (Eds.), Aneignungspraktiken an außerschulischen Lernorten (Außerschulische Lernorte - Beiträge zur Didaktik, Vol. 5), pp. 249-258. Münster: LIT.

Roskam, A., Bliesmer, K. & Komorek, M. (2018). Phenomenological and analogue learning in national park houses. In C. Maurer (Ed.), Qualitätsvoller Chemie- und Physikunterricht - normative und empirische Dimensionen (Tagungsband der Gesellschaft für Didaktik der Chemie und Physik, Vol. 38) (pp. 636-639). Regensburg: University of Regensburg. Available online at: gdcp-ev.de/wp-content/tb2018/TB2018_636_Roskam.pdf [Accessed: 26 February 2021].

2017

Freckmann, J., Sajons, C., Bliesmer, K., Roskam, A. & Komorek, M. (2017). Sustainability education in the teaching-learning laboratory physiXS. In C. Maurer (Ed.), Implementation of subject-specific didactic innovation as reflected in research and practice (Conference proceedings of the Society for Chemistry and Physics Education, vol. 37) (pp. 552-555). Regensburg: GDCP. Available online at: gdcp-ev.de/wp-content/tb2017/TB2017_552_Freckmann.pdf [accessed: 26 February 2021].

Lectures

Conference of the Gesellschaft für Didaktik der Chemie und Physik (GDCP) from 13 to 16 September 2021 (virtual). Lecture title: Didactically reconstructing coastal physics for extracurricular learning locations.

Conference 'Inter.Aktion: Practice, research and innovation in interactive exhibitions' from 8 to 10 July 2021 at the Experimenta in Heilbronn. Title of the lecture: Interactive exhibit as a differentiating learning task.

Conference of the European Science Education Research Association (ESERA) at the University of Bologna from 30 August to 3 September 2021. Lecture title: Adaptation of constructivist learning and teaching models for non-formal science education research (Invited Symposium: Applying Learning Theories in Research Outside the Classroom: How People Learn Science in Informal Environments).

Conference of the Gesellschaft für Fachdidaktik (GFD) from 23 to 25 September (virtual). Lecture title: Didactic reconstruction for the further development of extracurricular places of learning on the coast.

Conference of the Society for Didactics of Chemistry and Physics (GDCP) from 14 to 17 September 2020 (virtual). Lecture title: Physical dynamics of the coast at extracurricular learning centres.

Lecture series of the doctoral programme GINT "Researching and developing extracurricular learning" on 18 November 2019. lecture title: What does research bring to practice in exhibitions and science centres?

Conference of the Society for Didactics of Chemistry and Physics (GDCP) at the University of Vienna from 9 to 12 September 2019. Lecture title: Physikalische Dynamik an der Küste didaktisch rekonstruieren.

Conference of the Gesellschaft für Didaktik der Chemie und Physik (GDCP) at the University of Kiel from 17 to 20 September 2018. Lecture title: Didactically reconstructing flow patterns for exhibitions.

Conference on research into extracurricular learning at the Lucerne University of Teacher Education and the GINT doctoral programme at the University of Oldenburg from 29 to 31 August 2018. Lecture title: Didactic guidelines for exhibitions on structural phenomena.

Conference of the German Physical Society (DPG), Section Matter and Cosmos (SMuK) at the University of Würzburg from 19 to 23 March 2018. Lecture title: Elementarisierungen zu Strömungen und Strukturbildungen.

Conference of the Society for Didactics of Chemistry and Physics (GDCP) at the University of Regensburg from 18 to 21 September 2017. Lecture title: Elementarisierungen zu küstennahen Strukturbildungen und Strömungen.

Colloquium at the Department of Physics and its Didactics and History at the University of Flensburg on 10.07.2017. Lecture title: Elementarisations and learning processes in exhibitions of national park houses - the project POWer.

Poster

Symposium on Didactic Reconstruction "Best practices and next steps" at the University of Zurich from 21 to 22 June 2018. Poster title: Physikalische Dynamik an der Küste und im Ozean. A didactic reconstruction for exhibitions.

Conference of the European Science Education Research Association (ESERA) at the University of Bologna from 26 to 30 August 2019. Poster title: Educational Reconstruction of Currents and Structure Formations.

• 04/2022-09/2022: Professorship replacement for Didactics of Physics and Technology Education, University of Koblenz
• since 2020: Academic advisor in the working group Didactics of Physics and Science Communication
• 2020: Doctorate in physics education (summa cum laude) with a stay as a visiting researcher at Kagoshima University (Japan) with Prof Shingo Uchinokura
• Research assistant in a third-party funded project (DBU) and member of the doctoral programme "GINT - Learning in Informal Spaces"
• B. Sc. (grade: 1.16) and M.Ed. (grade: 1.0 with honours) in Physics and Chemistry

Activity as a supervising expert

Auerbach, B. (2020). Learner perceptions of ebb and flow. Master's thesis: University of Oldenburg.

Berghegger, L. (2019). Literature-based analysis of the technical cores of eddy-like flow and structure formation phenomena. Bachelor thesis: University of Oldenburg.

Berghegger, L. (2021). Development and empirical investigation of a display board on the topic of 'Tides'. Master thesis: University of Oldenburg.

Büchter, N. & Przibilla, A. (2017). Development and testing of exhibits on the topics of tidal waves, Gulf Stream and tsunami. Master's thesis: University of Oldenburg.

Dao, T. H. (in preparation). Empirical investigation of students' perceptions of the didactic preparation of physics content for special target groups (working title). Master's thesis: University of Oldenburg.

De Vries, J. (2022) The image of physics and physics education. A biography-orientated interview and questionnaire study. Bachelor thesis: University of Oldenburg.

Ginsel, M. (in preparation). Physics didactic development of a school laboratory experiment station for energy-efficient living. A contribution to physics education for sustainable development. Master's thesis: University of Koblenz-Landau.

Joura, F. (2020). Integration of modern contexts into physics lessons. Elementalisations and analyses of the core curriculum. Bachelor thesis: University of Oldenburg.

Hartong, L. & Hochstein, A. (in preparation). Document analysis on lay perceptions of renewable energies and development and research of a teaching-learning programme on solar power plants as part of a student laboratory for energy and climate education. Master's thesis: University of Oldenburg.

Hermanns, S. (in preparation). Development and research of a teaching-learning programme on wind power plants as part of a school laboratory for energy and climate education. Master's thesis: University of Oldenburg.

Hagemann, S. & Osterloh, D. (2022). Empirical study of lay perceptions of invisibility and development of a teaching unit based on didactic reconstruction. Master's thesis: University of Oldenburg.

Krein, D. (in preparation). The compressed air storage power plant as a context for (physical) education for sustainable development. Bachelor thesis: University of Oldenburg.

Krüger, P. (2022). Didactically reconstructing the physics of sailing for a windsurfing school. Master's thesis: University of Oldenburg.

Mehrle, N. (2017). Didactic conception of an exhibition on the topic of energy in and around the sea. Master's thesis: University of Oldenburg.

Memmen, J. (2023). Investigation of Collective Teacher Efficacy at formal and non-formal learning venues (working title). Master's thesis: University of Oldenburg.

Optazi, M. (2019) Physikalische Wattwanderung - Konzeption einer didaktischen Strukturierung von der Dynamik der unbelebten Natur in Küstenregionen. Bachelor thesis: University of Oldenburg.

Optazi, M. (2021). Didactic analysis and development of teaching-learning contexts for linking physical content with the educational concept BnE. Master's thesis: University of Oldenburg.

Raschke, K. (2021). From fallacy to the Nobel Prize. The creation of a digital learning material on the Franck-Hertz experiment and its history. Bachelor thesis: University of Oldenburg.

Rolfes, A. & Raschke, K. (in preparation). Investigation of the suitability of the experiments "Optical determination of the specific electron charge e/m by means of magnetic field-induced birefringence (Faraday rotation)" and "Fluorescence decay of a metastable laser level and ruby spectroscopy" for upper secondary school and university teacher training. Master's thesis: University of Oldenburg.

Rosenau, H. (2019). Physikalische Wattwanderung - Evaluation of a didactic structuring. Bachelor thesis: University of Oldenburg.

Ruland, C. (2019). Conceptions and conceptualisations of flow and structure formation phenomena - An empirical study with adults. Bachelor thesis: University of Oldenburg.

Schoemaker, J. (2019). Conceptions and conceptualisations of flow and structure formation phenomena - An empirical study with senior citizens. Bachelor thesis: University of Oldenburg.

Skibba, B.-C. (in preparation). Development and research of a teaching-learning programme on carbon dioxide production and capture in the context of a student laboratory for energy and climate education. Master's thesis: University of Oldenburg.

Speiser, J. (2022). Conception and empirical investigation of science history teaching-learning programmes with a focus on Nature of Science in a living history approach (working title). Master's thesis: University of Oldenburg.

Tomczyszyn, M. (2020). Elementarisation and curricular analyses of the contexts of ion propulsion and space tether. Bachelor thesis: University of Oldenburg.

Völkel, M. (2022). Didactic reconstruction of thorium reactors and development of learning materials in the context of education for sustainable development (working title). Master's thesis: University of Oldenburg.

Wilken, J. (2019). Conceptions and conceptualisations of flow and structure formation phenomena - An empirical study with young people. Bachelor thesis: University of Oldenburg.

Witte, B. (2019). Literature-based analysis of the technical cores of global flow and structure formation phenomena. Bachelor thesis: University of Oldenburg.

Wortmann, M. (2020). Quantum computers physikdidaktisch reconstructed. Master thesis: University of Oldenburg.

Activity as second reviewer

Ahrenholtz, I. (2022). Needs assessment of extracurricular STEM offers - survey of pupils. Bachelor thesis: University of Oldenburg.

Bubeck, S. (2021). Analysing the use of instructional videos in physics teacher training. Bachelor thesis: University of Oldenburg.

Fredeweß, R. (2019). Designing and testing the embedding of an exhibition rally in lessons at the Wangerland National Park House. Bachelor thesis: University of Oldenburg.

Gloy, M. (in preparation). Development and research of a teaching-learning programme on hydropower plants as part of a school laboratory for energy and climate education. Master's thesis: University of Oldenburg.

Hillebrandt, J. (in preparation). Development and testing of a teaching-learning programme on heat pumps as part of a school laboratory for energy and climate education. Bachelor thesis: University of Oldenburg.

Metz, J.-C. (2023). Use of extracurricular STEM programmes by educationally disadvantaged families - survey of children. Bachelor thesis: University of Oldenburg.

Naber, J. (2022). Needs assessment of extracurricular STEM programmes - survey of parents. Bachelor's thesis: University of Oldenburg.

Naber, J. (in preparation). Lay perceptions of energy supply systems. An empirical study. Master's thesis: University of Oldenburg.

Pohlschneider, S. (2018). Process monitoring of a project on education for sustainable development in teacher training. Bachelor thesis: University of Oldenburg.

Schildknecht, K. (2016). Self-study booklet on the Gulf Stream. Bachelor thesis: University of Oldenburg.

Staebner, M. (2020). Rotation and revolution of Earth and Moon in a model for extracurricular learning locations - Theoretical considerations and technical realisation. Master's thesis: University of Oldenburg.

Weissblatt, A. (2021). Moving and manoeuvring in space - Technical clarification and didactic processing in the form of a learning booklet. Bachelor thesis: University of Oldenburg.

Wiemer, J. (2023). Utilisation of extracurricular STEM offers of educationally disadvantaged families - survey of parents. Bachelor thesis: University of Oldenburg.

Wilken, D. (2021). Future ideas of Fridays for Future participants. Bachelor thesis: University of Oldenburg.