Faculty of Physics


Research into the didactics of physics includes descriptions and explanations of specific teaching and learning processes in all types of schools and at university level. It examines and optimises teaching processes, and develops not only instruments for quality development with regard to physics teaching and the training of physics teachers, but also concrete concepts for successfully acquiring new skills.

In a sub-project of the DFG research group 2242 ‘Academic learning and success in the initial phase of MINT studies’ (ALSTER), Prof. Hans E. Fischer and his research group deal with the relationship between skills for mathematical and physical modelling in the resolution of tasks and different variables for academic success. In projects funded by the BMBF, the link between language promotion in the teaching of physics, the linguistic and technical abilities of pupils from secondary school level, and technical competencies, is to be clarified with regard to the students’ ability to explain physical concepts in an appropriate manner. Research into the link between the professional knowledge of teachers and their activities in the classroom was carried out during the reporting period.

Prof. Hendrik Härtig and his research group are focusing on the role of language in teaching physics. This includes an investigation into the influence of text and personality traits on the textual understanding of physical terminology as part of a DFG project, and is rounded off by studies on the promotion of linguistic abilities in technical teaching. On the other hand, the research group is also concerned with the development of learning opportunities for imparting experimental skills and examines how to adapt the requirements of pupil experiments to suit individual learning requirements.

The research group of Prof. Heike Theyßen is currently dealing with topics such as the development of methods for diagnosing and promoting pupils’ experimental skills within a classroom environment. A joint BMBF project saw the development of a PC-based standardised test instrument, which can be used to reliably diagnose experimental skills even in the case of increased performance on a large scale. In a further sub-project carried out by the aforementioned DFG research group, the interrelationship between different types of subject-specific prior knowledge and academic success in physics and biology is being examined.