Konzeption und Evaluation eines Kinematik/Dynamik-Lehrgangs zur ...

266 9 Abstract
on the basis of two-dimensional motions was the essential difference between this teaching concept
and the traditional approach, i.e. the most important, but also the most convincing difference.
The teachers approved that now the sum of all acting forces is emphasised in Newton’s Second Law
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with the form a = ΣF
/ m , as this was closer to reality and in reality it is always several forces acting
(chapter 6.3.2). At large, the teachers thought that with this teaching concept, students had understood
the concept of “force” and mainly the connection with acceleration better than they would
have with the traditional approach. They were of the opinion that the visualisation possibilities, especially
the representation of quantities and their change through vectors, i.e. the dynamic-iconic
representations, influenced learning positively. There was the possibility to show videos of the experiments,
and to have the measurements displayed as a real-time reproduction in PAKMA. This
was used by most teachers with the really complex experiments, and proved good results. This
seems to be the only possibility to efficiently and motivatingly use such new, complex experiments,
which have never been made before, in class. The videos are for visualisation purposes and illustrate
the respective structure and progress of the experiment.
All teachers who used graphic modelling enthused about it (chapter 6.3.3). Two student teachers
used the positive experiences for their written thesis for the Zweite Staatsexamen (Second State
Examination for teachers), and thus showed that the suggested approach is a motivating and expandable
one. Furthermore it turned out to be possible to have networks of variables and relations
created in examination questions.
The teaching concept was well accepted by teachers who are going to teach correspondingly in future
as well. The combination of CD with materials and live presentation can also be seen as a successful
further training event for teachers.
Ideas and materials from this teaching concept, which were originally developed with a view on
physics instruction in classes of Bavarian grammar schools, were used in different contexts and
under different conditions, and that way experience was gained (chapter 7). The introduction of
kinematic quantities by means of general two-dimensional motions attracted great interest and positive
evaluation; it can be realised with various software systems (JPAKMA: chapter 7.1; Coach 5:
chapter 7.3). Many ideas (two-dimensional kinematics, modelling) were used in teacher-focussed
lessons as well as in strongly student-oriented lessons (chapter 7.3.1).
9.5 Empirical comparison of the treatment group with the control groups
Various paper-pencil tests were held in the treatment group, which was instructed pursuant to the
overall concept. It had to be accepted, however, that not all classes took all tests, because due to the
abundance of subject matter it is difficult for teachers to include a large number of additional tests
in the instruction. The test results were compared with results achieved in traditionally instructed
classes.
In the treatment group, great store was set by the understanding of kinematic quantities, and twodimensional
motions were dealt with in detail. In traditional instruction, on the other hand, motions
in one dimension with interpretations of graphs were intensively dealt with and practised. With
problems in which the adequate time-velocity graph or time-acceleration graph was to be attributed