@inproceedings{HettichSumJoedicke2024, author = {Hettich, Christian and Sum, J{\"u}rgen and J{\"o}dicke, Bernd}, title = {Learning the Process of Gaining Scientific Knowledge}, series = {Proceedings of the 12th International Conference on Physics Teaching in Engineering Education PTEE 2024}, booktitle = {Proceedings of the 12th International Conference on Physics Teaching in Engineering Education PTEE 2024}, editor = {Sch{\"a}fle, Claudia and Stanzel, Silke and Junker, Elmar and Lux, Christine}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:861-opus4-25748}, pages = {26 -- 30}, year = {2024}, abstract = {We present how a teaching unit can be designed to teach the scientific method. To understand how scientific progress happens, it is necessary to understand the fundamental process by which science generates new knowledge. Teaching the process from observation, hypothesis, prediction, experiment/thought experiment, testing and possibly revising the hypothesis to a theory poses several challenges for the teacher. We will show how we let our students carry out this process themselves in a teaching unit of 1.5 hours.}, language = {en} } @article{Kellner2024, author = {Kellner, Robert}, title = {Making Effective Videos and Live Online Lectures Quickly with a Live Composite Format}, series = {International Journal of Innovation in Science and Mathematics Education (IJISME)}, volume = {2023}, journal = {International Journal of Innovation in Science and Mathematics Education (IJISME)}, number = {Vol. 31 No. 5}, publisher = {University of Sydney}, doi = {10.30722/IJISME.31.05.003}, pages = {29 -- 39}, year = {2024}, abstract = {Instructional videos are the dominant mode of content delivery in higher education. They can be an effective tool for delivering educational content, providing flexibility in time and location and improving students' understanding of the material. The effectiveness of such videos may be enhanced by applying principles for multimedia design, which are based on a cognitive theory of multimedia learning. One way to adhere to those principles is by showing the instructor together with additional visuals on screen. Some studies suggest that this may have a positive effect on student learning and overall performance. The combination of the instructor and other visuals is usually done in post-production editing, which can be a time-consuming process. In this paper, a live composition video format is proposed, where the instructor is integrated into the presentation during recording. Using this approach, it is possible for the instructor to interact with added visuals directly, requiring little to no post-production. Furthermore, this method can also be used to enrich and increase the efficacy of synchronous live online lectures.}, language = {en} } @misc{SchaefleJunkerStanzel2018, author = {Sch{\"a}fle, Claudia and Junker, Elmar and Stanzel, Silke}, title = {Impact of Teaching Methods on Heterogeneity}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:861-opus4-32498}, year = {2018}, language = {en} } @misc{Kellner2024, author = {Kellner, Robert}, title = {Comparison of Synchronous and Asynchronous Teaching Units in a HyFlex Physics Course}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:861-opus4-32449}, year = {2024}, abstract = {The COVID-19 pandemic has accelerated the significance of online teaching, leading to greater demand for flexible learning options. The HyFlex model meets those demands, as it provides a combination of synchronous in-person and asynchronous online classes. A study aiming at measuring whether a specific teaching unit leads to equivalent learning outcomes for both modalities is presented. Participants were tested for perceived learning and actual learning.}, language = {en} } @misc{SchaefleLuxNeubert2024, author = {Sch{\"a}fle, Claudia and Lux, Christine and Neubert, Julia}, title = {Classroom observation in SCALE-UP settings - first results}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:861-opus4-32456}, year = {2024}, abstract = {SCALE-UP (Student-Centered Active Learning Environment for Upside-down Pedagogies) is a pedagogic approach to foster active learning, originally developed for undergraduate physics courses (Beichner et al., 2007). Instead of receiving lectures in SCALE1UP students work actively together in small groups, mostly at round tables and are guided by teaching staff. This concept is implemented at Rosenheim University of Applied Sciences, Germany, in several classes of physics and mathematics for engineering students. Classroom observations have been carried out in summer term 2023and winter term 2023/24 in order to investigate student learning in the SCALE-UP setting. The observations are based on ELCOT-3, the Engineering Learning Classroom Observation Tool (Sanders et al., 2018). An observation includes the overt student behavior in combination with the students' output. The data have been analyzed with respect to the ICAP-framework (Chi\&Wylie, 2014), where the different observed activities have been assigned to Interactive, Constructive, Active, and Passive mode. In this contribution we present examples on how students interact with the offered material, that means in which ICAP-modes students work with different learning activities in the SCALE-UP setting. Moreover, we show that in all observed courses students have been learning a substantial part of class time in interactive and constructive mode.}, language = {en} } @misc{Stanzel2024, author = {Stanzel, Silke}, title = {Analysis of student conceptual development using the Force Concept Inventory}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:861-opus4-32484}, year = {2024}, abstract = {The Force Concept Inventory (FCI) is a widely established diagnostic tool for the conceptual understanding of Newtonian mechanics. It consists of 30 multiple-choice questions on kinematics and forces. Many of the distractors reflect widespread preconcepts or misconceptions. By analyzing the frequency of all answers rather than only the correct ones conclusions can be drawn on the conceptual development of students. Using the method of "item response curves" (Morris 2006), the relative frequency of all answers is plotted for each question as a function of the total score achieved in the test. By this, distractors that address common misconceptions can be identified. Furthermore, the conceptual development becomes visible. We have analyzed the results of the FCI over a period of nine years from almost 5000 first-year engineering students at the TH Rosenheim. We compare data taken at the very beginning of physics class with data taken at the end of the term as well as with data from universities in the USA. The consistency of the data is very high. The most frequently selected answers include misconceptions about Newton's third law and the assumption that every movement is based on a force in the direction of the movement. The analysis presented serves as a basis for improving teaching.}, language = {en} } @misc{SchaefleStanzelLuxetal.2025, author = {Sch{\"a}fle, Claudia and Stanzel, Silke and Lux, Christine and Neubert, Julia and D{\"o}lling, Hanna}, title = {Using the ICAP model with classroom observations to improve active learning}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:861-opus4-32833}, year = {2025}, language = {en} }