Didactics of Physics - Projects

Computers in Physics Education

Computers in Physics Education is an R&D project that focuses on the use of numerical modelling systems (Stella, Powersim, Dynasys) in high school physics and introductory university physics. We have developed a large number of models for various domains of physics. This application of system dynamics is embedded in a comprehensive approach for using computers in physics education. The focus of our approach lies on integrating measuring and modelling. The aim is to bridge the gap between experiment and theory by working on an experiment and a dynamic model in parallel. Experiments serve as empirical starting points for modeling, while modeling results stimulate new experiments or new ways of evaluating experimental data. One example is a close mapping of measurements from decay experiments with corresponding decay-models. Computer-based modeling has been successfully performed in several high-school courses ("Leistungskurse Physik") and on the university level. Evaluation studies show that students learn to work with the modeling software from about 2 or 3 simple introductory examples (typically about linear motion). They work in pairs on own models from there on. The software can be used in many domains: mechanics, fields, oscillations, thermodynamics, nuclear physics, quantum physics. The content of the physics courses can thus be extended to more complex and interesting examples -- like the motion of parachutists -- that are otherwise mathematically -- not physically -- too complicated for a quantitative analysis. In our research we investigate, whether -- apart from positive effects on the courses contents and the students motivation -- effects on a deeper and sound qualitative understanding of physical theory is reached by working with the tools. We expect such effects because the software gives a graphical representation of the relationships between the quantities used in the models. The students should recognize that the same basic theoretical structures reappear in models for rather different phenomena in a given domain. Models e.g. about the motion of meteors and bungee jumpers have the same core structure represented in the graphical model layer.

Publications:

Article in books
Schecker, H.: Integration of Experimenting and Modeling by Advanced Educational Technology: Examples from Nuclear Physics. In: Tobin, K. & Fraser, B.J. (eds.): The International Handbook of Science Education, Dordrecht: Kluwer, Part I (1998), 383-398
Niedderer, H. & Schecker, H.: Labrotory Tasks with MBL and MBS in Introductiory Physics Classes for Prospective High School Teachers. In: E. F. Redish, J. S. Rigden (Eds.). The changing role of physics departments in modern universities, Proceedings of the International Conference on Undergraduate Physics Education (ICUPE), New York: Wiley (1997), 461-474
Schecker, H.: Bremer Interface-System: Didactic guidelines for a universal, open, and user-friendly MBL-system. In: Tinker, R. (Hrsg.): Microcomputer Based Labs: Educational Research and Standards, Berlin: Springer (1996), 351-367
Schecker, H: The didactic potential of computer aided modeling for physics education. In: Ferguson, D.L. (Hrsg.): Advanced Technologies for Mathematics and Science, Berlin: Springer (1993), 165-208
Bethge, T. & Schecker, H.: Modellbildung im Physikunterricht. In: Wedekind, J. & Walser, W.: Modellbildungssysteme - Konzepte und Realisierungen, Duisburg: CoMet (1992), 83-98
Schecker, H.: Zum Einsatz von Modellbildungssystemen im Physikunterricht. In: Bethge, T. & Schecker, H. (Hrsg.): Software-Werkzeuge zur Modellbildung im Physikunterricht - Konzepte und Erfahrungen, Bremen: Universitätsverlag (1990), 71-81