The focus of physics history research in the working group is on analysing the development and establishment of new knowledge. The investigation of experimental practice plays a central role here, with the replication method forming an essential means of analysis. Concepts such as experimental style (Heering 1998), technical ideas (Frercks 2001) and action knowledge (Sichau 2002) are used as analysis categories. In addition to analysing the development of new knowledge, the second research focus is on investigating the mechanisms that played a role in its establishment (or rejection). This research is also motivated by the conviction that such knowledge can be utilised didactically. A key aspect of this is the relevance for teaching knowledge about the nature of science (Höttecke 2001). In addition, such analyses can also be used for the development of conceptual knowledge (Heering 2007).

Literature

Frercks, Jan: The research practice of Hippolyte Fizeau. Eine Charakterisierung ausgehend von der Replikation seines Ätherwindexperiments von 1852, Wissenschaft und Technik Verlag, Berlin 2001.

Heering, Peter: Educating and Entertaining: Using Enlightenment Experiments for Teacher Training. In: Heering, Peter & Osewold, Daniel (Eds.): Constructing Scientific Understanding through Contextual Teaching. Berlin: Frank & Timme, 2007, pp. 65-81.

Heering, Peter: The fundamental law of electrostatics. Experimentelle Replikation und wissenschaftshistorische Analyse, DUV, Wiesbaden 1998.

Höttecke, Dietmar: Die Natur der Naturwissenschaften verstehen. Fachdidaktische und wissenschaftshistorische Untersuchungen (Volume 16 of the series edited by H. Niedderer & H. Fischler: Studien zum Physiklernen), Berlin: Logos Verlag.

Sichau, Christian: The viscosity experiments of J.C. Maxwell and O.E. Meyer. A study in the history of science on the origin, measurement and use of a physical quantity, Logos Verlag, Berlin 2002.