TY - CHAP A1 - Suhonen, Sami A1 - Tiili, Juho ED - Schäfle, Claudia ED - Stanzel, Silke ED - Junker, Elmar ED - Lux, Christine T1 - The Role of Learning Space in Enhancing Active Learning: Introducing the STEM-Center at Tampere University of Applied Sciences T2 - Proceedings of the 12th International Conference on Physics Teaching in Engineering Education PTEE 2024 N2 - This paper describes the transformation of engineering physics education through activating teaching methods for better learning outcomes and the redesign of learning spaces to support these pedagogical approaches. The transformation of a traditional physics laboratory into a versatile group work and multipurpose space known as the “STEM-Center,” at Tampere University of Applied Sciences is presented. The transformation was inspired by active pedagogical methods such as "Peer Instruction," "PDEODE," and the "SCALE-UP" method and its associated spaces. After the transformation, the space remains suitable for physics laboratory work. Across all courses, it encourages students to be active participants rather than passive listeners, which in turn improves learning outcomes. Most students express high satisfaction with the pedagogical methods and the learning environment as well as a preference for these engaging and activating methods over traditional lecture-based teaching, highlighting an enhanced learning experience and a stronger sense of ownership over their learning. T3 - Proceedings of the 12th International Conference on Physics Teaching in Engineering Education PTEE 2024 - 1 KW - Learning space KW - groupwork KW - activating methods Y1 - 2024 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:861-opus4-25855 SP - 84 EP - 90 ER - TY - CHAP A1 - Tiili, Juho ED - Schäfle, Claudia ED - Stanzel, Silke ED - Junker, Elmar ED - Lux, Christine T1 - A New Model to Realize Physics Teaching in Tampere University of Applied Sciences T2 - Proceedings of the 12th International Conference on Physics Teaching in Engineering Education PTEE 2024 N2 - In Tampere UAS the physics and mathematics education will be organized in a new way. The new model increases flexibility for students to choose a learning method suitable for them. The new model also offers some strong support for those students that are at the greatest risk to underperform or drop out their studies. The flexibility includes a possibility for an asynchronous online implementation in every physics and mathematics course. The stronger support means some extra workshop lessons for those who are in danger of dropping out. These workshop lessons concentrate on the very basics of the subject matter. T3 - Proceedings of the 12th International Conference on Physics Teaching in Engineering Education PTEE 2024 - 1 KW - Blended learning KW - flexible education Y1 - 2024 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:861-opus4-25861 SP - 91 EP - 95 ER - TY - CHAP A1 - Versen, Martin A1 - Kipfelsberger, Stefan ED - Schäfle, Claudia ED - Stanzel, Silke ED - Junker, Elmar ED - Lux, Christine T1 - An Applied Examination Format for Measurement Technologies T2 - Proceedings of the 12th International Conference on Physics Teaching in Engineering Education PTEE 2024 N2 - A written exam in measurement technologies usually includes problems for operational amplifier circuits, error propagation, signal analysis and analog to digital conversion. During corona, teaching changed from presence lectures to remote lectures and examination formats changed, too. Instead of a written exam, student project exams were proposed. The projects included a computer aided temperature measurement with operational amplifier circuits, a calibration procedure, error propagation and a written report. The student project exams were successful and the students’ feedback was so positive that the student project exams are going to be continued. T3 - Proceedings of the 12th International Conference on Physics Teaching in Engineering Education PTEE 2024 - 1 KW - measurement technology KW - examination Y1 - 2024 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:861-opus4-25878 SP - 96 EP - 101 ER - TY - CHAP A1 - Wendlandt, Michael ED - Schäfle, Claudia ED - Stanzel, Silke ED - Junker, Elmar ED - Lux, Christine T1 - The lecture of the future: Is flexibility in terms of time and space at the expense of learning success? T2 - Proceedings of the 12th International Conference on Physics Teaching in Engineering Education PTEE 2024 N2 - A "hybrid" team-based physics course was developed and rolled out at the Albstadt-Sigmaringen University, Germany, with the intention to provide more flexibility in space and time for the students. Data on the correlation between type of participation and learning success showed, that participation in person together with the performance in other STEM related courses are the main predictors for learning success. Interestingly, it had no influence on the learning success of the non-participating students whether they participated remotely or not at all. Thus, the biggest challenge for the lecture of the future, which offers more flexibility in space and time, is the "activation" of students who participate remotely. T3 - Proceedings of the 12th International Conference on Physics Teaching in Engineering Education PTEE 2024 - 1 KW - hybrid lecture KW - flexibility KW - learning success Y1 - 2024 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:861-opus4-25886 SP - 102 EP - 110 ER - TY - CHAP A1 - Schäfle, Claudia A1 - Stanzel, Silke A1 - Junker, Elmar A1 - Lux, Christine T1 - PTEE 2024 – Program and Abstracts BT - 12th Physics Teaching in Engineering Education Conference TH Rosenheim, 15-17 May; Facilitating Student Learning in a Changing World N2 - The 12th International Conference on Physics Teaching in Engineering Education (PTEE 2024) took place from 15th to 17th of May, 2024 at TH Rosenheim. This “Program and Abstracts” contains the conference time schedule as well as the abstracts and video links of the 3 keynotes and the abstracts of the 46 contributions. The contributions cover actual themes in teaching engineers at universities and universities of applied sciences. Among others they are related to: SoTL (Scholarship of Teaching and Learning), influence of the pandemic on teaching, artificial intelligence in learning and teaching including learning analytics, and innovative concepts for lectures and labs in physics and engineering subjects. T3 - Proceedings of the 12th International Conference on Physics Teaching in Engineering Education PTEE 2024 - 1 KW - Active Learning KW - Active Learning Spaces KW - Artificial Intelligence and Teaching KW - Flipped Classroom KW - Hybrid Lectures KW - HyFlex KW - Learning Analytics KW - Physics Education Research KW - Physics Labs KW - Physics Teaching in Engineering Education KW - SCALE-UP rooms KW - Tutorials in Introductory Physics Y1 - 2024 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:861-opus4-25953 ER - TY - CHAP A1 - Bouwman, Wim A1 - Hoogenboom, Jacob ED - Schäfle, Claudia ED - Stanzel, Silke ED - Junker, Elmar ED - Lux, Christine T1 - Diversification in physics teaching by transforming Pandemic-ERA learning through open interactive textbooks T2 - Proceedings of the 12th International Conference on Physics Teaching in Engineering Education PTEE 2024 N2 - Electricity and Magnetism is a 1st-year course for about 250 students in the initial stages of the BSc in Applied Physics at TU Delft. For this subject, we created an open, interactive textbook consisting of short videos with descriptive texts and python calculations as illustrations. In this article, we describe how we arrived at this textbook, what its content is and how we now use it in our teaching. T3 - Proceedings of the 12th International Conference on Physics Teaching in Engineering Education PTEE 2024 - 1 KW - blended learning KW - open textbooks KW - diversification Y1 - 2024 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:861-opus4-25701 SP - 5 EP - 8 ER - TY - CHAP A1 - Fuhrmann, Tina A. ED - Schäfle, Claudia ED - Stanzel, Silke ED - Junker, Elmar ED - Lux, Christine T1 - What I Wish I Had Known… When I Started (Activating) Teaching in Physics T2 - Proceedings of the 12th International Conference on Physics Teaching in Engineering Education PTEE 2024 N2 - The benefits of activating teaching methods are promoted by many colleagues and have been proven by numerous studies. Nevertheless, experienced instructors often do not switch to those methods in their teaching, and first-time lecturers start with traditional instead of activating methods. This article is aimed at (future) educators who are thinking about implementing such methods, as well as experienced ones and educational support staff who wish to provide support for their colleagues. This report is based on personal experience, (free-response) evaluations, standardized tests, and literature. It shows, which factors supported the introduction of and transformation to activating teaching methods, which made it difficult, and which would have been helpful. It is demonstrated why a changeover is worthwhile for physics educators despite possible risks and setbacks. T3 - Proceedings of the 12th International Conference on Physics Teaching in Engineering Education PTEE 2024 - 1 KW - Higher Education Pedagogy KW - Quality Teaching KW - Active Learning KW - Academic Development KW - Novice Teachers Y1 - 2024 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:861-opus4-25710 SP - 9 EP - 17 ER - TY - CHAP A1 - Gelbord, Todd ED - Schäfle, Claudia ED - Stanzel, Silke ED - Junker, Elmar ED - Lux, Christine T1 - MomenTech – Modern Explorations of the Impulse-Momentum Theorem T2 - Proceedings of the 12th International Conference on Physics Teaching in Engineering Education PTEE 2024 N2 - Herein we outline the design and construction of an instructional laboratory demonstration of the conservation of linear momentum, by way of the Impulse-Momentum Theorem, utilizing small, commercially available accelerometers attached to microcontrollers. The set-up is equipped with small, OLED screens which are able to display real-time acceleration graphs. Furthermore, a template for an experiment involving this set-up is provided. We also explore various data analysis options for different levels of student sophistication. T3 - Proceedings of the 12th International Conference on Physics Teaching in Engineering Education PTEE 2024 - 1 KW - Impulse-Momentum KW - Conservation KW - Microcontroller Y1 - 2024 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:861-opus4-25735 SP - 18 EP - 25 ER - TY - CHAP A1 - Hettich, Christian A1 - Sum, Jürgen A1 - Jödicke, Bernd ED - Schäfle, Claudia ED - Stanzel, Silke ED - Junker, Elmar ED - Lux, Christine T1 - Learning the Process of Gaining Scientific Knowledge T2 - Proceedings of the 12th International Conference on Physics Teaching in Engineering Education PTEE 2024 N2 - 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. T3 - Proceedings of the 12th International Conference on Physics Teaching in Engineering Education PTEE 2024 - 1 KW - teaching methods KW - scientific method KW - hands-on learning Y1 - 2024 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:861-opus4-25748 SP - 26 EP - 30 ER - TY - JOUR A1 - Junker, Elmar A1 - Schäfle, Claudia A1 - Stanzel, Silke T1 - JiTT und PI im stürmischen Physikalltag: Warum, wie, weshalb? Ein Erlebnisbericht aus Sicht der Dozierenden. JF - DiNa 12/2016 - HD MINT Sonderausgabe Wege zum Verständnis bauen N2 - Wir sind begeisterte JiTTler. Nach mehr als drei Jahren JiTT (Just-In-Time Teaching) und PI (Peer Instruction) in sechs verschiedenen Physik- oder Bauphysik-Anfängervorlesungen wollen wir Ihnen unsere praktischen Erfahrungen vorstellen, die Sie als KollegInnen einladen und ermutigen könnten, sich auch auf dieses Experiment in Ihrer Grundlagenlehrveranstaltung einzulassen. Dabei ist JiTT die Basis und PI eine wesentliche Ergänzung für den Unterrichtsablauf. Die Methoden JiTT und PI sind in diesem Heft (vgl. Keller, Meissner und Fleischer, 2016) kurz erklärt mit entsprechenden Verweisen auf Literaturangaben, Details zu den Methoden finden sich auf der Seite des Projekts (HD MINT, 2016) und unsere Art der Umsetzung im zweiten Abschnitt. Wie sind wir vorgegangen? Wir haben unsere Lehrveranstaltungen als „didaktisches Labor“ betrachtet und verschiedene Methoden mit Varianten getestet. Bei der einen Lehrveranstaltung (LV) wurde der seminaristische Unterricht gleich als Ganzes auf die neue Methode umgestellt, während bei den anderen LVen JiTT und PI sukzessive eingeführt wurden. Über Studentenumfragen (Fragebogen im Rahmen der Evaluation und über Sonderfragebögen) sowie durch Einzelinterviews wurde Feedback eingeholt und der Unterricht angepasst. Der Konzept-Test über Mechanik „Force Concept Inventory“ (FCI; Hestenes et al. 1992) dient als Instrument, um das Vorwissen der Studierenden und ihren Lernfortschritt zu messen. Er wird seit 2013 jedes Semester durchgeführt. KW - JiTT KW - PI KW - FCI Y1 - 2016 UR - https://diz-bayern.de/DiNa/12_2016 VL - 2016 IS - 12 SP - 99 EP - 116 PB - DiZ CY - Ingolstadt ER - TY - JOUR A1 - Stanzel, Silke A1 - Junker, Elmar A1 - Schäfle, Claudia T1 - Lernzuwachs in Mechanik: Messungen mit dem „Force Concept Inventory“ JF - DiNa 06/2017 Aktivierung in heterogenen Gruppen - was MINT-Lehre bewirken kann. N2 - In dieser Arbeit wird mit Hilfe des „Force Concept Inventory“, einem etablierten Diagnostik-Test, der Lernzuwachs im Konzeptverständnis von Studienanfängern in der Newtonschen Mechanik untersucht. Das Ergebnis wird aufgeschlüsselt nach dem Einfluss der Lehrmethode, der Studienzugangsberechtigung und dem Umfang schulischen Physikunterrichts. Die Daten basieren auf Testergebnissen von 778 Studierenden aus acht verschiedenen ingenieurwissenschaftlichen Studiengängen an der Hochschule Rosenheim über den Zeitraum der drei Studienjahre 2013/14 bis 2015/16. Im Ergebnis zeigt sich, dass bei Verwendung aktivierender und auf das Konzeptverständnis hinzielender Lehrmethoden im Vergleich zu traditionellem seminaristischen Unterricht ein signifikant höherer Lernzuwachs im Bereich der Mechanik erzielt wird. Im Detail weisen die Daten im Studiengang Wirtschaftsingenieurwesen darauf hin, dass dieser Lernzuwachs nahezu gleich für die Gruppen mit unterschiedlicher Hochschulzugangsberechtigung bzw. unterschiedlichem Umfang schulischen Physikunterrichts ist. Das bedeutet insbesondere, dass die Heterogenität der Studienanfänger in ihrem Konzeptverständnis der Mechanik innerhalb des ersten Studienjahres erhalten bleibt. KW - Force Concept Inventory KW - FCI KW - Mechanik KW - MINT KW - Konzeptverständnis KW - aktivierende Lehrmethoden Y1 - 2025 SN - 1612-4537 IS - 06/2017 SP - 24 EP - 39 PB - DiZ CY - Ingolstadt ER -