On the Mediality of physics teaching: A empirical study on the educational use of orality, literacy, and multi-mediality

以能力为导向的物理教育不仅关注物理中的结构化知识，还关注科学思维和工作方法的过程。这导致了课堂内容结构的发展，在意义上获得了意义，并在意义上变得有质的不同。这种发展不仅服务于结构化知识的演绎，而且本身就是学习的主题。因此，内容结构的发展也必须被记录下来，并使之可重复，以便进一步系统和累积学习。传统上，只记录结构的结果。发展的过程本身只是简单地被注意到。记录结构化知识的经典媒介是文字。另一方面，口头媒介只被认为是一种临时性的媒介，它只被用来发展结构和知识。如今，在媒介分化的时代，这种耦合被相对化了。例如，视频也可以用作知识的文档。反之亦然，在这个互动写作(如信使交流)的时代，书面语已经失去了其保存和僵化的性质。今天，短暂性和重复性是媒体的核心属性，可以通过书面、口头和多媒体的方式来实现。由于能力导向的教学意味着构建和使用结构，而且两者都可以通过复杂的媒介实现，因此媒介的问题对于素质教育具有核心意义。它提出了一个问题，即物理课堂上的教师是如何在能力导向和中介方面创造任务的。此外，还必须弄清楚教师对改变中介性的态度是如何表现出来的。目前还不清楚这些态度如何反映在教师的行动中，以及它们与语言、对媒体的熟悉程度和教学经验之间的关系。在我们的项目中，45个班级的物理课被录像。之后，对这些视频进行分析，以便对给定的任务进行分类，这些任务涉及能力导向、中间性和认知激活。除了视频分析，还有一份调查问卷记录了教师对媒体的态度。然后将这份问卷放在一起，并与视频分析的结果进行比较。指导性访谈还提供了关于是否需要考虑其他调节或中介变量的信息。本项目的目的是描述在能力导向和改变中介的背景下，如何在物理课程中使用媒体。该项目还试图区分教师对此的态度。

Competence-oriented physics education does not alone focus on the structured knowledge in physics, but also concentrates on the process of scientific thinking and working methods. This results in the development of content-structure in the classroom, gaining in significance and becoming qualitatively different in meaning. This development does not only serve in the deduction of structured knowledge but is itself the subject of learning. Therefore, the development of content-structure must also be documented and made repeatable for further systematic and cumulative learning. Conventionally, only the result of the structure was recorded. The process of the development itself was only noted briefly.The classic medium of the documentation of structured knowledge is writing. The oral medium, on the other hand, is only considered as a medium of provisional nature, which is solely used to develop structure and knowledge. Nowadays, this coupling is relativized in times of differentiating media. As an example, also videos can be used as a documentation of knowledge. Vice versa, in these times of interactional writing (such as messenger communication), written language has lost its preserving and rigid character. Today, ephemerality and repeatability are central properties of the media, which can be implemented in a written as well as oral and multimedia manner.Since competence-oriented teaching implies structuring as well as using structures and both can be realised by complex medialities, the question of mediality is of central importance for competence-oriented education. It raises the question of how teachers in physics lessons are creating tasks in regard of competence-orientation and mediality. In addition, it must be clarified how the teachers’ attitudes towards changing mediality are manifested. It is also still unclear how these attitudes are reflected in the teachers’ actions and how they are related to language, familiarity with the media and teaching experience.Within our project, the physics lessons of 45 classes are video recorded. Thereafter these videos are analysed in order to categorize the given tasks regarding competence-orientation, mediality and cognitive activation. In addition to the video analysis, a questionnaire captures the attitude of the teachers towards mediality. This questionnaire is then brought together and compared with the results of the video analysis. Guideline interviews also provide information on whether additional moderating or mediating variables need to be considered.The aim of this project is to describe how the use of media in physics lessons is shaped regarding the backdrop of competence-orientation and changing mediality. The project is also trying to distinguish what attitudes of the teachers are connected to this.