Subject teaching



Physics

Monika Reimer
Energy: (Not) a topic for primary school? A study on pupils' perceptions of energy

Eva-Maria Pahl
Your teacher, the unknown being: How do science and physics teachers understand and teach the topic of "energy"?

For sustainable teaching and learning, it is necessary for teachers and learners to understand each other on a linguistic and conceptual level and thus "speak the same language".
This requires fundamental knowledge of both students' and teachers' perceptions of energy, which are collected and analysed in the two dissertations presented here. The aim of this co-operation project between subject didactics and physics didactics is to develop student- and teacher-oriented tips for teaching and teacher training.

Marie-Ann Mowka & Anja Kizil
Who recognises and who wins? On the trail of knowledge acquisition in experimentation
Traditionally, the use of experiments has been a high priority in science lessons. An important function of experimentation in this context is, among other things, the promotion of scientific thinking and working methods. The two presentations are intended to provide biology and chemistry teachers with practical teaching suggestions based on the results of our research, which can then be discussed.

Mathematics

German

Alexander Meyer
A practical teaching diagnosis in algebra? Opportunities for student-centred diagnosis based on algebraic thinking patterns
The individual thinking of students is a central starting point for designing student-centred mathematics lessons. The presentation will analyse diagnostic tasks that help teachers to better understand which thinking processes take place in students in algebra. Typical thinking patterns of students are then presented, which can guide teachers in analysing student thinking in algebra.

Frederike Schmidt
Diagnosis of reading skills - a challenge for German teachers
The diagnosis of reading skills is seen as the basis for targeted support for pupils. However, this also presents German teachers with the challenge of deciding independently how they can (best) observe and assess individual abilities, learning processes and learning difficulties in the area of reading. Against this background, the article deals with (1) the experience-based (knowledge) foundations on which teachers of German base their diagnostic judgements in everyday teaching and presents (2) ideas on how subject didactics can support them in this diagnostic process. The lecture will present research results from a study with secondary school teachers.

Subject teaching

Biology

Iris Lüschen
"Polar bears will only be found in zoos" - pupils' perceptions of the consequences of global climate change
The topic of global climate change has become an integral part of adults' everyday lives. New reports are constantly shaking us up or reassuring us. But to what extent are primary school children also confronted with the topic? Do they perceive climate change as an environmental problem? And if so, what ideas do they have about possible consequences, for example? These and other questions are the focus of a research project that will be presented in the lecture by Iris Lüschen.

Kerstin Heusinger von Waldegge
Teachers' concepts for diagnosing pupils' "evaluation " skills
Promoting evaluation skills is an important teaching objective (not only) in today's biology lessons. But how can teachers assess this student competence during a learning process or even evaluate it after the lesson? The lecture will provide suggestions and present diagnostic tools that can help teachers with their (mostly unconscious) assessment processes. The recommendations are based on a research project in which experienced teachers' concepts for diagnosing pupils' "evaluation" skills were recorded and discussed.

Subject teaching

Computing Science

Stine Albers
Unemployment - a topic for primary school?
On the one hand, this question will be explored theoretically from a didactic point of view and, on the other, the results of an interview study will be presented, in which subject teachers talked about "unemployment" as a topic in primary school subject lessons. The results of both lines of enquiry will then be related to each other and conclusions drawn with regard to the question "Unemployment - a topic for primary school?".

Ana-Maria Mesaros
Which in-service training for which IT teachers?
In order to be effective, in-service training should take into account the subjective theories of computer science teachers regarding the didactic structuring of computer science lessons. In a semi-standardised guided interview, computer science teachers were asked about the design of a teaching unit on the topic of networks/Internet. Subsequently, guidelines for integrating the ideas of computer science teachers into further training programmes were developed.

Stefan Schmidt
Learning materials and their significance for the learning of pupils and teachers - exemplary studies on the topic of "motion description"
Although learning materials could play a central role in sustainable quality assurance in education, they have so far received little attention in current discussions on the further development of schools and teaching. The presentation will emphasise that learning materials can be equally relevant for the learning of pupils and teachers. Using the topic of "movement description" as an example, an outline of the problem will be developed and the potential for the further development of learning materials will be discussed on the basis of studies carried out.

Teaching-learning research

German

Sandra Middeldorf
The epistemic beliefs of primary school teachers and their connection with planning behaviour
Epistemic beliefs are ideas and convictions about knowledge, e.g. about the objectivity, accuracy or validity of information or learning content. Research has shown that these beliefs influence information processing, learning behaviour, learning motivation and even learning performance of individuals. So how do teachers' epistemic beliefs influence teaching?
In this event, scenarios will be designed and discussed in which the epistemic beliefs of teachers and their connection to teaching will be analysed. After all, who hasn't always wanted to know? What do teachers think about knowledge?

Annika Zylka
Promoting writing skills using the example of the text type report
The main aim of this study is to record teachers' ideas about the subject of reports and the teaching of report writing skills. In addition to conducting problem-centred, guideline-based interviews and a subsequent videographic lesson observation, this three-phase study also includes a case study-like stimulated-recall with relevant video excerpts. Indications of lesson structuring, the use of methods and materials, knowledge about and the inclusion of pupils' ideas as well as indications of teaching experiences and associated attitudes could be expected partial results, which will be presented in the planned lecture.

Manuela Hillje
Subject-specific didactic knowledge + mathematical expertise = good teaching?
In research on teacher knowledge, the influence of subject didactic knowledge and mathematical subject knowledge has been emphasised for several years. This presentation uses a case study with five completely different teachers to show how didactic knowledge and mathematical expertise are used to design lessons and how they are related to the quality of teaching.

Stephanie Schlump
Teaching mathematical problem solving can be learnt!
Problem solving is one of the central process-related competences that students should acquire in mathematics lessons. Teachers are faced with the challenge of structuring their lessons to promote their students' problem-solving skills. From both a theoretical and a practical perspective, the expertise of experienced teachers will show how teachers can master this task.

Indre Döpke
Teaching environmental history: Relevance or a shadowy existence?
Environmental education has played a role in schools since the 1980s. However, the idea of historical environmental education has not been able to establish itself in the subject of history, yet the sub-discipline remains in the school policy context. It can be assumed that the "shadowy existence" of environmental history is also due to the fact that teachers do not categorise it as an independent discipline of history, are therefore unaware of its topics and issues and have difficulties structuring lessons in this regard. The aim of the study is to develop new guidelines for the dimension of environmental history in history lessons based on subject-specific didactic positions on the topic of "teaching environmental history" and the ideas and orientations of practising teachers.

Georg Götz
Do non-subject teachers teach differently? Ideas and teaching practice of history teachers

Sonja Borski
Facebook revolution in the classroom. Teachers' perceptions of the Internet in politics lessons

Chemistry

Physics

Mika Nashan-Mönich
Didactic reconstruction of the topic "Colourfulness of substances"
The mostly implicit omnipresence of very different meanings of "colour" is not undisputed, neither by experts nor by laypeople. The subjects of biology and physics deal with colour as a characteristic of light or as perception, but usually in a fragmentary way and with little horizontal networking. The significance and development of colour as a characteristic property of substances is rarely explicitly addressed, even in chemistry lessons, and the teaching of basic elementary and generally valid concepts to explain the colour of substances is not considered in many curricula.
The lecture will present the results of surveys that document the resulting lack of networking among pupils and students. Based on these ideas of the learners, the lecture will discuss learning lines for the curricular development of the topic "colour of fabrics" with contributions to other subjects.
"Colour of substances" can be used as an access to and linking of basic concepts of chemistry already in the intermediate level, which has already been proposed as an example for the structure-property concept. In addition, it will be shown that the topic "colour of substances" can provide access to a model understanding of energy, both at the macroscopic and the abstract submicroscopic or symbolic level. The lecture will provide brief insights into an interactive collection of materials.

Chris Richter
Old wine in new bottles? Task competence in physics subject groups at Hauptschulen and Realschulen
Teacher training is an increasingly important element of lifelong teacher training. As the demands on school education are changing rapidly in our knowledge-based society, in-service training can help teachers to keep up with the latest developments in their subject and, above all, their didactics. But how must in-service training be organised for it to be effective? How do teachers react to training programmes, e.g. in the much-discussed area of learning tasks? The presentation will report on a study in which a group of teachers develop learning tasks, try them out themselves and are systematically encouraged to reflect on the processes involved.