The experimental internship for lower secondary, secondary modern and special schools is aimed at students on the dual-subject physics Bachelor's degree programme with the aim of becoming a teacher at lower secondary and secondary modern schools, usually in their 6th or 4th semester. It is offered in the summer semester (currently one group with a maximum of 12 students). The module is worth 6 CP and consists of a three-hour weekly practical laboratory course. The course always takes place on Fridays and attendance at all sessions is compulsory. If there are still places available beyond the group of students mentioned above, these are of course also available to students specialising in secondary school teaching.

The experimental work placement for secondary general, secondary modern and special schools builds on the experimental work placement with professional relevance (phy214), which should be attended beforehand. After attending the basic practical course (phy211 and phy215), students aiming to study at secondary modern and intermediate secondary schools are given the opportunity to study physical topics in depth with regard to their experimental visualisation and thematisation and possible technical applications.

Questions about the didactic benefits of the experiment and how it can be embedded in lessons at secondary, intermediate and special schools are specifically addressed and included in the realisation of the experiments. Here, the experimental practical course ties in with the module Learning and Teaching Physics (phy260) and the experimental practical course with vocational relevance (phy214) . By incorporating learners' perspectives, the role of the experiment in developing experimental skills and gaining knowledge is emphasised.

Direct contact with pupils is another focus of the module. To this end, school classes are invited to the work placement to experiment together with the students in small groups. This gives students the opportunity to observe how pupils deal with the physics experiments and which learning processes they go through at an experimental station they have designed. Experiences from the module may be taken up again in the Bachelor's thesis and in the didactic module phy410.

As a rule, students work together in groups of two and prepare protocols as part of the examination, which focus on the didactic perspective.

Michael Komorek