Didaktik der Physik II: Unterrichtsbezogenes Experimentieren und Weiterentwicklung von Praxis an der Schule
Exp(V)ert 2.0 – Aufnahme und Vertonung von Experimentiervideos zur Förderung aufmerksamkeits-aktivierender Präsentations- und Moderationskompetenzen angehender Physiklehrkräfte
As part of the course "Didaktik der Physik II: Unterrichtsbezogenes Experimentieren und Weiterentwicklung von Praxis an der Schule" in the Master of Education program, student teachers of physics work with school-relevant (demonstration) experiments typically used in upper secondary education. The focus of this experimental lab lies on the physically and didactically sound presentation (i.e., setup) and moderation of experiments. The lab consists of three parts:- In the first third, students are provided with video recordings without an audio track (so-called silent videos, see LMU Munich), showing the setup and procedure of an experiment. The students then record an audio commentary for these videos that takes into account physics education principles of attention-activating moderation of demonstration experiments.
- In the second third, students create their own silent video of an experiment and subsequently record the narration. Here, they can draw on their experiences from the first phase. In this step, the focus is placed on subject-specific didactic criteria for designing perception-activating demonstration experiments, as well as on the development of digital competencies related to video recording of experiments.
- n the final third, students record their individual live presentation of a demonstration experiment. In doing so, they integrate insights from the previous phases into a simulated classroom situation. Additionally, the narrated or self-produced videos from all three phases are presented to a school class, and the eye movements of individual students while watching the videos are recorded. The qualitative analysis of these eye-tracking data enables reflection on the students’ demonstrations by using the eye-tracking method as a diagnostic and feedback tool (see figures). The didactic value of this method in teacher education was presented at a user meeting on research in STEM education (see interim report here).
