WEBVTT 1 00:00:12.000 --> 00:00:14.000 My name is Dietmar Block. I am Professor 2 00:00:14.500 --> 00:00:16.000 at the Institute of Experimental and Applied Physics. 3 00:00:17.000 --> 00:00:19.500 The history of this course goes back 4 00:00:20.000 --> 00:00:23.500 to Professor Linke. Thirty to forty years ago, he started 5 00:00:24.000 --> 00:00:26.500 to offer physics experiments for future teachers, 6 00:00:27.000 --> 00:00:29.500 in which subject didactics were linked to subject content. 7 00:00:30.000 --> 00:00:34.000 Mr. Wendlandt, a school teacher working at our institute, 8 00:00:34.000 --> 00:00:38.000 conveys practical experimental aspects to future teachers 9 00:00:38.500 --> 00:00:40.500 which they may encounter later on in schools. 10 00:00:46.500 --> 00:00:48.500 In our course, the students integrate their knowledge from previous courses 11 00:00:49.000 --> 00:00:51.500 and reflect on subject didactics aspects and how a specific experiment 12 00:00:52.000 --> 00:00:54.000 can be implemented in school practice. 13 00:00:59.500 --> 00:01:03.500 We cooperate with the IPN and that works excellently. 14 00:01:06.000 --> 00:01:09.500 My name is Knut Neumann. I’m head of the Department of Physics Education 15 00:01:10.000 --> 00:01:14.000 of the IPN and Professor of Physics Education at the CAU Kiel. 16 00:01:15.500 --> 00:01:19.500 The greater goal of teacher education is to develop professional skills and 17 00:01:20.000 --> 00:01:24.000 abilities, and at the core of these skills is professional knowledge, 18 00:01:25.000 --> 00:01:28.500 consisting of content knowledge, in this case knowledge of physics, 19 00:01:29.000 --> 00:01:33.000 pedagogical content knowledge, or knowledge about how you teach and 20 00:01:33.500 --> 00:01:37.500 learn physics, and a general pedagogical knowledge, i.e. questions 21 00:01:38.000 --> 00:01:40.000 of classroom management and how to interact with students. 22 00:01:41.000 --> 00:01:45.000 Studies show that a profound content knowledge is a prerequisite for the 23 00:01:45.500 --> 00:01:47.500 development of pedagogical content knowledge. 24 00:01:48.000 --> 00:01:51.500 A necessary, but not sufficient prerequisite. 25 00:01:52.000 --> 00:01:55.000 Good content knowledge alone does not make you a good teacher, 26 00:01:55.500 --> 00:01:58.500 but in order to become a good teacher, you need 27 00:01:59.000 --> 00:02:00.500 good content knowledge. 28 00:02:02.000 --> 00:02:04.500 The integration of subject discipline, subject didactics and 29 00:02:05.000 --> 00:02:09.000 school practice can be done with Master students, 30 00:02:09.500 --> 00:02:12.000 as they have already learned the basics in all these fields. 31 00:02:13.500 --> 00:02:17.000 In this course, the pre-service teachers prepare typical “in school” 32 00:02:17.500 --> 00:02:20.000 experiments and reflect on how they can be used to support learning 33 00:02:20.500 --> 00:02:24.000 processes, how to systematically develop physical principals or 34 00:02:24.500 --> 00:02:28.000 explanations for phenomena using these experiments. 35 00:02:29.000 --> 00:02:31.500 The experiments are typical “in school” experiments, sometimes 36 00:02:32.000 --> 00:02:36.000 a bit more. The equipment they use can usually be found in a school‘s 37 00:02:36.500 --> 00:02:40.500 science collection or a teacher will have easy access to them. 38 00:02:41.500 --> 00:02:44.500 In conventional practical courses, students rather learn 39 00:02:45.000 --> 00:02:47.500 how to handle equipment found in physics laboratories, 40 00:02:48.000 --> 00:02:52.000 but this does not correspond to school life. 41 00:02:53.500 --> 00:02:57.000 The students write a factsheet, a two-page document. 42 00:02:57.500 --> 00:03:00.500 On the first page you see an image of the experiment with a 43 00:03:01.000 --> 00:03:04.000 short description and a paragraph on how to conduct the experiment. 44 00:03:04.500 --> 00:03:06.500 On the second page, they discuss the instructional use of the experiment 45 00:03:07.000 --> 00:03:09.500 under theoretical and practical aspects. Which difficulties, chances, 46 00:03:10.000 --> 00:03:13.000 learning goals, didactical issues can be derived from the experiment? 47 00:03:13.500 --> 00:03:17.000 How to manage it? At the end of the course, there are almost 48 00:03:17.500 --> 00:03:20.500 a hundred factsheets covering the whole spectrum of physics, 49 00:03:21.000 --> 00:03:24.000 so when they arrive at a school and have downloaded these factsheets, 50 00:03:24.500 --> 00:03:27.500 they have something like a minimal collection of teaching materials 51 00:03:28.000 --> 00:03:31.000 to be successful in their traineeship as teacher. 52 00:03:32.500 --> 00:03:36.000 And at the end of the semester, they’re asked to present one of these 53 00:03:36.500 --> 00:03:39.500 experiments in a half-hour exam. Three perspectives are represented by 54 00:03:40.000 --> 00:03:43.400 the examiners here: namely the perspective of the subject by Dietmar 55 00:03:44.000 --> 00:03:47.500 Block, the perspective of subject didactics at the University by me, 56 00:03:48.000 --> 00:03:51.000 and also the perspective of actual school practice by Mr. Wendlandt. 57 00:03:51.500 --> 00:03:54.000 We have a special benefit in the physics department, 58 00:03:55.500 --> 00:03:58.500 as we are forced to tackle educational questions, 59 00:03:59.000 --> 00:04:02.000 which typically do not appear in our field of work. 60 00:04:05.000 --> 00:04:07.500 Doing so, we educate ourselves and broaden our horizon. 61 00:04:10.500 --> 00:04:14.000 This is integral teacher education, because we are discussing the 62 00:04:14.500 --> 00:04:18.500 experiments together and the students cannot play off these different 63 00:04:19.000 --> 00:04:23.000 aspects of teacher training against each other in their minds. 64 00:04:23.500 --> 00:04:27.500 The students truly appreciate this. They have the feeling, that what they 65 00:04:28.000 --> 00:04:32.000 learn is highly relevant for their future work. 66 00:04:34.000 --> 00:04:38.000 Students whom I’ve met again later told me that this course was the 67 00:04:38.500 --> 00:04:42.500 essential one helping them in their early years in school. 68 00:04:43.500 --> 00:04:47.000 Of course, I would say, the basic idea is transferable. For example: 69 00:04:47.500 --> 00:04:51.500 If I deal with Shakespeare’s Macbeth with future English teachers, 70 00:04:52.000 --> 00:04:54.000 I can imagine to include subject didactics: How would I incorporate 71 00:04:54.500 --> 00:04:56.500 this in school instruction? What problems could arise? What are 72 00:05:00.000 --> 00:05:04.000 typical problems students have in accessing Shakespeare’s oeuvre? 73 00:05:04.500 --> 00:05:08.500 And I can also imagine a teacher delegated from school could bring a 74 00:05:09.000 --> 00:05:13.000 valuable perspective, because experience shows us that subject 75 00:05:13.500 --> 00:05:17.000 researchers and education researchers are quickly on a theoretical level, 77 00:05:17.500 --> 00:05:21.500 and a little grounding by someone who says “It’s nice what you’ve come 78 00:05:22.000 --> 00:05:25.000 up with but it doesn’t work like that in school” is important as well. 79 00:05:27.000 --> 00:05:30.000 I am very glad that subject and subject didactics 80 00:05:30.500 --> 00:05:33.000 of physics are cooperating closely here at the CAU. 81 00:05:33.500 --> 00:05:35.500 I am really glad that, back then, Mister Block has come to me 82 00:05:36.000 --> 00:05:38.500 and asked me to collaborate, because it led to more 83 00:05:39.000 --> 00:05:43.000 cooperation over time and we now look back onto 84 00:05:43.500 --> 00:05:46.000 several courses where we have been working together. 85 00:05:48.000 --> 00:05:50.500 We need to aim for the maximum, for the best we can achieve. 91 00:05:51.000 --> 00:05:53.500 This should apply to our teaching as well as to our research. 92 00:05:54.000 --> 00:05:57.000 My goal is to make sure we’re getting Germany’s 93 00:05:57.500 --> 00:05:59.500 best physics teacher education here in Kiel.