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My name is Dietmar Block.
I am Professor

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at the Institute of Experimental
and Applied Physics.

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The history of this 
course goes back

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to Professor Linke. Thirty to forty
years ago, he started

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to offer physics experiments for
future teachers,

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in which subject didactics were
linked to subject content.

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Mr. Wendlandt, a school teacher
working at our institute,

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conveys practical experimental 
aspects to future teachers

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which they may encounter 
later on in schools.

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In our course, the students integrate
their knowledge from previous courses

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and reflect on subject didactics
aspects and how a specific experiment

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can be implemented
in school practice.

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We cooperate with the IPN 
and that works excellently.

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My name is Knut Neumann. I’m head of
the Department of Physics Education

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of the IPN and Professor of Physics
Education at the CAU Kiel.

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The greater goal of teacher education
is to develop professional skills and

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abilities, and at the core of these
skills is professional knowledge,

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consisting of content knowledge, in
this case knowledge of physics,

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pedagogical content knowledge, or
knowledge about how you teach and

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learn physics, and a general
pedagogical knowledge, i.e. questions

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of classroom management and
how to interact with students.

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Studies show that a profound content
knowledge is a prerequisite for the

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development of pedagogical 
content knowledge. 

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A necessary, but not 
sufficient prerequisite.

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Good content knowledge alone does 
not make you a good teacher, 

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but in order to become 
a good teacher, you need

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good content knowledge.

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The integration of subject
discipline, subject didactics and

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school practice can be done
with Master students,

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as they have already learned
the basics in all these fields.

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In this course, the pre-service
teachers prepare typical “in school”

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experiments and reflect on how they
can be used to support learning

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processes, how to systematically
develop physical principals or

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explanations for phenomena
using these experiments.

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The experiments are typical “in
school” experiments, sometimes

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a bit more. The equipment they use
can usually be found in a school‘s

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science collection or a teacher
will have easy access to them.

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In conventional practical courses, 
students rather learn

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how to handle equipment found
in physics laboratories,

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but this does not correspond
to school life.

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The students write a factsheet,
a two-page document. 

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On the first page you see an 
image of the experiment with a 

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short description and a paragraph 
on how to conduct the experiment. 

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On the second page, they discuss the
instructional use of the experiment

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under theoretical and practical
aspects. Which difficulties, chances,

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learning goals, didactical issues can
be derived from the experiment?

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How to manage it? At the end
of the course, there are almost

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a hundred factsheets covering the
whole spectrum of physics,

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so when they arrive at a school and
have downloaded these factsheets,

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they have something like a minimal
collection of teaching materials

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to be successful in their 
traineeship as teacher.

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And at the end of the semester,
they’re asked to present one of these

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experiments in a half-hour exam.
Three perspectives are represented by

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the examiners here: namely the
perspective of the subject by Dietmar

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Block, the perspective of subject
didactics at the University by me,

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and also the perspective of actual
school practice by Mr. Wendlandt.

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We have a special benefit
in the physics department,

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as we are forced to tackle
educational questions,

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which typically do not appear
in our field of work.

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Doing so, we educate ourselves
and broaden our horizon.

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This is integral teacher education,
because we are discussing the

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experiments together and the students
cannot play off these different

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aspects of teacher training against
each other in their minds.

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The students truly appreciate this.
They have the feeling, that what they

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learn is highly relevant for
their future work.

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Students whom I’ve met again later
told me that this course was the

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essential one helping them in
their early years in school.

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Of course, I would say, the basic
idea is transferable. For example:

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If I deal with Shakespeare’s Macbeth
with future English teachers, 

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I can imagine to include subject
didactics: How would I incorporate

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this in school instruction? What
problems could arise? What are

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typical problems students have in
accessing Shakespeare’s oeuvre?

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And I can also imagine a teacher
delegated from school could bring a

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valuable perspective, because
experience shows us that subject

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researchers and education researchers
are quickly on a theoretical level,

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and a little grounding by someone
who says “It’s nice what you’ve come

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up with but it doesn’t work like that
in school” is important as well.

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I am very glad that subject
and subject didactics

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of physics are cooperating
closely here at the CAU.

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I am really glad that, back then,
Mister Block has come to me

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and asked me to collaborate, 
because it led to more

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cooperation over time and 
we now look back onto

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several courses where we 
have been working together.

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We need to aim for the maximum,
for the best we can achieve.

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This should apply to our teaching
as well as to our research.

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My goal is to make sure
we’re getting Germany’s

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best physics teacher
education here in Kiel.