The student laboratory physiXS has been in existence since 2011 and is part of the university network OLELA (Oldenburg Teaching-Learning Spaces à https://uol.de/diz/olela). physiXS offers students a stimulating physics-oriented learning environment that is tailored to their interests and learning requirements. In addition, physiXS offers physics and subject teaching students a place where they can stimulate and diagnose pupils' thinking, exploration and development of hypotheses with their own experimental programmes. They reflect on and adapt their programmes in a cyclical-adaptive process. In doing so, they also see seemingly familiar subject content in a new light, enabling them to build up in-depth didactic expertise for the teaching process. physiXS is also a research laboratory in which a wide range of physics didactic issues relating to learning and teacher professionalisation are investigated.

phymobil_OL is the mobile offshoot of physiXS, which is used in particular to visit youth facilities in the region that often fall through the cracks of STEM education initiatives. The following aspects are implemented in physiXS/phymobil_OL:

• Meaningful scientific-technical or social contexts (energy supply, climate change, dealing with resources) frame the experimental programmes in the form of narrative anchors (Vanderbilt, 1990).
• Contexts in phymobil_OL motivate educationally disadvantaged children and young people in particular to engage with technical content (Lewalter, 2009).
• Challenging problem-solving tasks encourage and stabilise children and young people's perception of their own ability and effectiveness (Möller & Trautwein, 2015; Sajons, 2020).
• Self-determined action: At physiXS/phymobil_OL, the children and young people utilise scope for making their own decisions in the problem contexts (cf. self-determination theory according to Deci & Ryan, 2012). The role of the carers is flexible here.