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各个科学学科的核心概念--即所谓的基本概念--组织起来的综合知识。这些知识的系统发展需要洞察学生如何在整个学校中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带来了这样的见解。这些见解是开发一个模型的基础，该模型描述了学生对能源的发展理解如何可以作为将物理的不同内容领域联系起来的基础，以便累积地建立围绕能源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韦斯特曼集团一起，前一个项目中开发的模式将用于在现有教学单元和材料的基础上开发小型教学单元，以支持通过能量概念将物理的不同内容领域联系起来，从而支持关于物理的综合知识的累积发展。这些单元将以数字方式实施和分发，以便最大限度地实现可配置性，从而毫不费力地与现有指令整合。这将一方面证明，基于基本概念的物理教学可以是典型的样子，另一方面，未来的教科书必须如何设计才能最好地支持这种教学。将记录在该项目中开发的单元的设计程序，以便能够将其他科学学科中其他基本概念的研究成果进行类似的转移。这将在教育媒体业务中创造如何根据基本概念设计创新教学的专门知识，以便为积累物理学和其他科学学科的综合知识铺平道路。

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.