Neue Wege in der Schulphysik? (English shop)

Ein Beitrag zur Kritik aktueller Entwicklungen in der Physikdidaktik

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The didactics of school physics currently features two flagship approaches: one concerning the concepts of energy and entropy in thermodynamics, the other relating to the introduction of quantum mechanics. The two concepts have become known under the names “Karlsruher Physikkurs” and “Zeigerformalismus” (phasor formalism), respectively. For some time now, both have been presented and disseminated very assertively, particularly in Baden-Württemberg and Rhineland-Palatinate, but also elsewhere, both in teacher training and at in-service training events. The present book engages critically with these developments. In each case, the underlying subject-specific scientific background is first presented in detail. For the Karlsruher Physikkurs, this consists of a brief description of the statistical and the thermodynamic concept of entropy as well as some fundamentals of fluid dynamics; for the phasor-formalism approach to quantum mechanics, a detailed introduction to the mathematical theory of path integrals is provided. Building on this, a detailed didactic critique of both concepts is given with regard to their suitability for physics teaching at the Gymnasium. Subsequently, alternative proposals are described in the form of two repeatedly tested teaching sequences: first, a unit on the topic of entropy for the ninth or tenth grade, and second, an introduction to quantum mechanics for the upper secondary level. In each case, fundamentally different paths are taken from those in the didactic models described and criticised beforehand. Both teaching designs can be used directly and additionally contain exercises with detailed solutions.