Physics instruction based on core concepts: Cumulatively building competence in physics using the energy concept [Knowlege transfer project]

科学素养的基础是围绕科学各个学科的核心概念组织的综合知识-所谓的基本概念。这种知识的系统发展需要深入了解学生如何在整个学校发展对基本概念的理解。之前的一个项目为能源的核心概念提供了这样的见解。这些见解作为开发模型的基础，该模型描述了学生如何发展对能量的理解，并以此为基础将物理学的不同内容领域联系起来，以逐步建立围绕能量核心概念组织的综合知识。本项目的主要目的是将这些见解转化为实践。与德国最大的教育媒体公司之一Westermann集团一起，在前一个项目中开发的模型将用于开发基于现有教学单元和材料的小型教学单元，以支持通过能量概念将物理学的不同内容领域联系起来，从而支持物理学综合知识的累积发展。这些单元将以数字方式实现和分发，以便实现最大的可配置性，从而轻松地与现有指令集成。这将一方面展示基于基本概念的物理教学的原型是什么样的，另一方面，未来的教科书必须如何设计，以便最好地支持这种教学。本项目中开发的单元的设计程序将被记录在案，以便于对其他科学学科中其他基本概念的研究结果进行可比的转移。这将在教育媒体业务中创造关于如何根据基本概念设计创新教学的专门知识，以便为物理学和其他科学学科的综合知识的累积发展铺平道路。

Foundation of a scientific literacy is a an integrated knowledge organized around the core concepts of the individual disciplines of science - the so called basic concepts. The systematic development of such knowledge requires insights into how students develop understanding of the basic concepts throughout school. A preceding project generated such insights for the core concept of energy. These insights served as the basis for developing a model that describes how students' developing understanding of energy can serve as a basis to link different content areas of physics in order to cumulatively build an integrated knowledge organized around the core concept of energy. The main aim of the present project is, to transfer these insights into practice. Together with the Westermann Group, one of the largest educational media companies in Germany, the model developed in the preceding project will be used to develop small instructional units based on existing instructional units and materials to support linking different content areas of physics through the energy concept and thus to support the cumulative development of an integrated knowledge about physics. The units will be implemented and distributed digitally in order to allow for maximum configurability and thus effortless integration with existing instruction. This will on the one hand demonstrate, what physics instruction based on basic concepts can prototypically look like, and on the other hand, how the textbook of the future must be designed in order to best support such instruction. The procedure for designing the units developed in this project will be documented in order to allow for a comparable transfer of findings from research on other basic concepts in other disciplines of science. This will create know-how in the educational media business on how to design innovative instruction based on basic concepts in order to pave the way for the cumulative development of an integrated knowledge in physics and other disciplines of science.