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

能力导向的物理教育不仅注重物理知识的结构化，而且注重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上的质的不同。这种发展不仅有助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，并使其可重复用于进一步的系统和累积学习。按照惯例，只记录结构的结果。发展过程本身只作了简短的说明。结构化知识记录的经典媒介是写作。另一方面，口头媒介仅被认为是一种临时性质的媒介，仅用于发展结构和知识。如今，在微分介质时代，这种耦合是相对化的。作为一个例子，视频也可以用作知识的文档。反之亦然，在这些互动写作的时代（如信使交流），书面语言已经失去了它的保存和刚性。今天，短暂性和可重复性是媒体的核心属性，可以通过书面、口头和多媒体方式实现。由于能力导向教学意味着结构和使用结构，并且两者都可以通过复杂的中介来实现，因此中介问题对能力导向教育至关重要。这就提出了教师在物理课上如何从能力导向和中介性两方面创造任务的问题。此外，必须明确教师对媒介变化的态度是如何表现的。这些态度如何反映在教师的行为中，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，也尚不清楚。在我们的项目中，有45个班级的物理课被录像。然后对这些视频进行分析，以便从能力导向、媒介性和认知激活方面对给定任务进行分类。除了视频分析外，还有一份调查问卷，调查教师对媒体的态度。然后将该问卷与视频分析的结果进行比较。指南访谈还提供了是否需要考虑其他调节或中介变量的信息。这个项目的目的是描述在能力导向和媒介变化的背景下，物理课中媒介的使用是如何形成的。该项目还试图区分教师的哪些态度与此有关。

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.