The impact of the COVID-19 pandemic on students' engagement and learning achievement is widely recognised. Many studies provide evidence for this finding, but there rarely are comparative investigations of identical teaching units used in-class before and during the COVID-19 pandemic. This study addresses the transition from traditional classroom learning to distance learning on example of the use of e-learning courses in physics with significant challenges, especially regarding the inclusion practical work. Drawing on data from 1023 students, the research employs linear mixed-effect models to analyze the influence of time and setting (before vs. during COVID-19 pandemic) on students' behavioural engagement, affective engagement and physics achievement. Results indicate a decline in behavioural engagement in physics instruction during the pandemic especially for activities involving practical work. Interestingly, affective engagement as well as physics achievement did not develop differently during the pandemic. These findings underscore the importance of engaging students in the learning process, especially during extended periods of distance learning and highlight the challenges for physics instruction, in particular practical work. The study contributes insights for physics and science educators as well as policymakers in designing effective e-learning courses, particularly in times of crisis such as the COVID-19 pandemic.

Personal characteristics, such as gender and drives toward empathizing or systemizing thinking, play crucial roles in teaching–learning processes. Studies indicate that empathizing thinking predicts a preference for humanities, while systemizing thinking predicts a preference for STEM subjects. However, research analyzing the impact of empathizing/systemizing thinking on subject interest across different subjects is limited. The first study investigates how empathizing/systemizing thinking influences subject interest among high school students (N = 765). Results show that empathizing thinking predicts interest in humanities, while systemizing thinking predicts interest in STEM subjects. Nonetheless, it remains unclear how students perceive subjects in terms of empathizing/systemizing characteristics. Thus, a second study (N = 460) examines the impact of empathizing educational elements on interest in physics (STEM) and politics (humanities). ANOVA results show that students exposed to empathizing elements showed significantly higher interest, especially those tending toward empathizing thinking. This pattern is consistent in physics and politics.

For nearly two decades, augmented reality (AR) has found diverse applications in education, particularly in science education, where its efficacy has been supported by relevant theories and many empirical studies. However, previous studies have revealed the following research deficit: While AR technology appears to influence learning-related variables, at the time of this study only few research on the use of AR glasses in physics, a discipline for which this technology seems particularly promising in the context of laboratory experiments, has been found. Thus, the present study uses an experimental comparison group design to investigate the question of how the use of AR glasses in a physics laboratory experiment (compared to in a learning setting without AR) influences students’ motivation to learn, their cognitive load during the learning process and their learning achievement. The study (sample size N = 75) investigated the impact of AR glasses in a physics laboratory experiment on optical polarization. Results align with prior research, indicating heightened motivation among learners using AR applications. However, the absence of a significant difference in cognitive load between AR and non-AR learners was unexpected. Despite expectations based on spatial contiguity, learners with AR showed no advantage in learning achievement, challenging existing meta-analyses in physics education. These findings suggest a need to shift focus from surface features, like specific AR technology, to the content design of AR applications. Future studies should analyze the deep structure of AR applications, identifying features conducive to learning.

In recent years, the importance of mobile devices has increased for education in general and more specifically for science and mathematics education. In the classroom, approaches for teaching with mobile devices include using student-owned devices (“bring your own device”; BYOD approach) or using school-owned devices from central pools (POOL approach). While many studies point out features of mobile learning and BYOD that are conducive to learning, a research gap can be identified in the analysis of effects of mobile device access concepts on teaching–learning processes. Thus, this study aimed to empirically compare BYOD and POOL approaches in terms of learning performance and cognitive performance (subject knowledge development, cognitive load, concentration performance). Furthermore, the analyses included specific characteristics and preconditions (gender, socioeconomic status, fear of missing out, problematic smartphone use). A quasi-experimental study (two groups) was conducted in year 8 and 9 physics classes (N = 339 students) in which smartphones are used for different purposes. The present data show no group differences between the BYOD and the POOL approach in the group of learners with respect to subject knowledge development, cognitive load, and concentration performance. However, individual findings in subsamples indicate that the POOL approach may be beneficial for certain learners (e.g., learners with low fear of missing out or learners tending toward problematic smartphone use). For school practice, these results indicate that organizational, economic, and ecological aspects appear to be the main factors in deciding about the mobile device access concept.

Digital learning technologies have grown increasingly important in physics education, partly enforced through the COVID-19 pandemic. During the pandemic, digital technologies allowed for continued teaching and learning of students even when schools were closed. While research in psychology and educational technology has yielded many insights into the effectiveness of e-learning courses, fewer studies have examined the design of e-learning courses. Few studies have empirically investigated the design of learning tasks as a central element of e-learning courses. The present study analyzes how the design of tasks in e-learning courses, specifically with respect to their degree of openness as well as the relevance of their contexts, influences students’ behavioral engagement, learning outcomes, and situational interest. Due to the importance of e-learning courses during the COVID-19 pandemic, we also analyzed the extent to which specific learning settings (classroom learning, distance learning) influence the effects of e-learning course design on students’ behavioral engagement, learning outcomes, and situational interest. To investigate the research questions, we analyzed a total of N=1060 datasets for 12 different e-learning courses (3 to 5 lessons, middle school physics), of which n=557 were completed before and n=503 during the COVID-19 pandemic. The results suggest that e-learning courses with a high proportion of learning tasks that relate to meaningful real-world contexts appear to be more conducive to behavioral engagement, learning outcomes, and situational interest. Regarding the consideration of open-ended tasks, the results suggest that these appear to be more useful for classroom learning but should be used in a limited way when designing e-learning courses for distance education.

Abstract The disciplines of physics and art are often seen as antithetical in social and educational contexts. However, in recent years, STEAM education has promoted the collaboration of art and STEM. Linking the subjects together offers a wide range of learning opportunities. For example, the design of (video) light installations can develop both artistic and physical skills. Such a teaching approach allows to address different types of interests within the same lesson. In this article, two basic ways of meaningfully combining artistic and physical topics are presented: ‘STEAM design’ and ‘STEAM explanation’. The approaches are described using the example of teaching optics at secondary school level, but in principle they can be applied to other grade levels or physical subjects.

IntroductionNowadays, more and more digital resources are used in modern mathematical modeling classes. In order to access these resources, students need a suitable digital device—often mobile devices are used for this purpose. There are several concepts to enable students access to such devices. For example, students can be allowed to use their self-owned devices [Bring Your Own Device (BYOD) concept] or teachers can hand out school-owned devices to their students [device pool (pool) concept]. Currently, little is known about possible effects of different mobile device access concepts on student learning. Hence, in this study, we investigated their effects on students’ mathematical modeling competence. In doing so, we also considered an interaction between the access concept and the effects of (a) students’ problematic smartphone use and (b) students’ fear of missing out on learning mathematical modeling.MethodTo this end, we conducted an experiment, measured students’ mathematical modeling competence as the outcome variable, and analyzed data of 263 German students in grades 8 and 9 using a multilevel model. In the experiment, students were randomly assigned to one of two study conditions and completed a mathematics modeling workshop. In the BYOD condition, students utilized their self-owned smartphones to work on the workshop tasks, whereas in the pool condition, students utilized institutionally provided smartphones.ResultsAs a main finding, our results showed an interaction effect between the mobile device access concept and students’ problematic smartphone use on their competence (β = −0.24, 95% CI [−0.47, −0.01]). Students utilizing their self-owned smartphones were negatively affected by their problematic smartphone use (B = −1.45, 95% CI [−2.45, −0.46]), whereas students utilizing provided smartphones were not affected (B = 0.04, 95% CI [−1.01, 1.09]). Students with maximal problematic smartphone use achieved higher competences when utilizing provided devices (BBYOD−Pool = −1.20, 95% CI [–2.35, –0.05]).DiscussionOur study demonstrates the importance of thinking about effects of student-owned and provided digital devices on mathematics learning. Finally, we discuss (a) that our results do not reveal a general preferability for one of the two access concepts, as well as (b) the relevance of student characteristics when choosing an access concept.

Interesse ist eine zentrale Variable des Lernens und beeinflusst die Kurswahl in der Sekundarstufe II. Studien zeigen, dass Jungen im Mittel ein stärkeres Fachinteresse Physik haben und häufiger Physikkurse in der Sekundarstufe II wählen als Mädchen. Diese genderbezogenen Unterschiede werden oft mit sozialisierungsbezogenen Argumenten erklärt. Darauf aufbauend wurden Maßnahmen zur interessensbezogenen Förderung und diversitätssensiblen Gestaltung des Unterrichts entwickelt, die Gender als Diversitätsmerkmal berücksichtigen. Betrachtet man die interessensbezogene Wirkung entsprechender Maßnahmen, finden sich eher schwach positive Effekte, die die Frage aufwerfen, inwiefern die Förderung nach Gender der Heterogenität der Interessensausprägung gerecht werden kann. Ergänzende Persönlichkeitsmerkmale zu Gender finden sich beispielsweise in den Neigungen zu empathisierender und systematisierender Denkweise, basierend auf der Empathizing-Systemizing Theory. In einer quantitativen Studie mit Lernenden der Sekundarstufen I und II wurde der Zusammenhang dieser Neigungen zu empathisierender und systematisierender Denkweisen mit dem Fachinteresse Physik und der Kurswahl von Physik in der Sekundarstufe II untersucht. Ein Pfadmodell zeigt, dass die Neigung zu systematisierender Denkweise einen starken Einfluss auf das Fachinteresse Physik hat, was wiederum die Kurswahl beeinflusst. Im Vergleich dazu hat Gender nur einen geringen Einfluss auf das Fachinteresse Physik und die Kurswahl Physik in der Sekundarstufe II. Die Varianzaufklärung des Fachinteresse Physik durch die Neigung zu systematisierender Denkweise in Ergänzung zu Gender (R2 = 0,30) ist höher als durch Gender allein (R2 = 0,07). Der Einbezug von empathisierender und systematisierender Denkweise könnte daher differenziertere Analysen zum Interesse an Physik und zur Kurswahl ermöglichen, was neue Impulse für individuelle Fördermaßnahmen und die diversitätssensible Gestaltung des Physikunterrichts liefern könnte.

Abstract: The Empathizing Quotient (EQ) and Systemizing Quotient (SQ) are validated and extensively applied instruments for measurements within the empathizing–systemizing theory (EST) for adults, however not yet adapted to assess children and adolescents. To implement measurements of the EST in children and adolescents, short and comprehensible instruments are needed. Therefore, a German-language short version was developed and statistically tested in multiple studies. In a first study ( N = 193), wording and contexts were improved, and exploratory factor analyses were used to perform scale reduction. In a second study ( N = 299), the stability of the scale was tested. In a third study ( N = 129), high test–retest reliabilities (empathizing: r = .83, p < .001; systemizing: r = .88, p < .001) were found for the new scales (14 empathizing, 10 systemizing items). In a fourth study ( N = 3062), the factor structure was confirmed, and internal consistency was checked to be in a good range (EQ: Cronbach’s α = .85; SQ: Cronbach’s α = .82). An extensive validity check was carried out in a fifth study, using a subsample of Study 4 ( N = 205), which indicated good agreement with existing studies with respect to, for example, gender or school grades.

The Empathizing Quotient (EQ) and Systemizing Quotient (SQ) are validated and extensively applied instruments for measurements within the empathizing-systemizing theory (EST) for adults, however not yet adapted to assess children and adolescents. To implement measurements of the EST in children and adolescents, short and comprehensible instruments are needed. Therefore, a German-language short version was developed and statistically tested in multiple studies. In a first study (N = 193), wording and contexts were improved, and exploratory factor analyses were used to perform scale reduction. In a second study (N = 299), the stability of the scale was tested. In a third study (N = 129), high test-retest reliabilities (empathizing: r = .83, p < .001; systemizing: r = .88, p < .001) were found for the new scales (14 empathizing, 10 systemizing items). In a fourth study (N = 3062), the factor structure was confirmed, and internal consistency was checked to be in a good range (EQ: Cronbach's alpha = .85; SQ: Cronbach's alpha = .82). An extensive validity check was carried out in a fifth study, using a subsample of Study 4 (N = 205), which indicated good agreement with existing studies with respect to, for example, gender or school grades.

Learning from hands-on experiments requires learners to interpret their concrete interactions with the setup in terms of abstract physical concepts. To facilitate conceptual learning and close the gap between abstract physical models and the haptic interaction with the pertinent experimental setup, we developed an interactive Mixed-Reality learning environment centred around an undergraduate lab experiment dealing with light polarization. The use of Smartglasses (Microsoft HoloLens II) enables real-time visualization of data measured in the setup and ensures a high degree of spatial and temporal contiguity between functional components and model-based representations. A pilot study with N = 73 undergraduate students was conducted in a pre/post design to evaluate the learning environment with respect to learning outcome and learners’ affection towards the experiment. The results show that students’ knowledge had significantly increased after working with the learning environment with a large effect size ( t (72) = 8.50, p ≤ 0.001, d = 1.03), and the activities are perceived as interesting and enjoyable. This proves the effectiveness of the environment with regard to learning about polarization and opens the pathway for an extension of our approach to other topics in science education.

Magnetic properties are universal and inherent in all matter. While most experimental approaches focus on ferromagnetism and electromagnetism, few experiments exist to analyse diamagnetism and paramagnetism. To demonstrate these mostly unknown types of magnetic, magnetic balance experiments represent a simple and compelling approach. However, phenomenological experiments are not sufficient to develop a fundamental understanding of these types of magnetism. This paper presents an interactive simulation that can be used to complement magnetic balance experiments. It enables learners to understand diamagnetism and paramagnetism more deeply by incorporating interactive visual models gaining insights beyond the real experiments. Among other things, the simulation enables the analysis of substances without the possibility of detecting magnetic properties in real experiments, it visualizes the temporal evolution of magnetization and explains the influence of eddy currents.

Das Interesse der Schulerinnen und Schuler am Physikunterricht lasst im Verlauf der Sekundarstufe 1 stark nach. Schulbucher versuchen die physikalischen Themen durch geeignete Kontexte interessant zu gestalten. Es findet sich fast zu jedem physikalischen Themengebiet ein Kontext, mit dem sich Lernende im Unterricht beschaftigen sollen und der bestenfalls Madchen und Jungen gleichsam interessiert. In verschiedenen Studien wurde bereits festgestellt, dass Madchen mehr an Kontexten interessiert sind, die die Natur, Umwelt und den eigenen Korper betreffen, Jungen hingegen mehr an technischen Kontexten oder an allen gleichermasen. In studentischen Forschungsarbeiten am Institut fur Didaktik der Physik der WWU Munster wurde das Interesse an Kontexten und die Wahrnehmung von Madchen und Jungen untersucht, deren Ergebnisse hier zusammengetragen werden. In einem weiteren Projekt wurden Rollenverteilungen beim Experimentieren in Bezug auf Selbstwirksamkeitserwartungen untersucht. Die Ergebnisse zeigen, dass insbesondere Madchen entgegen stereotypischer Verhaltensformen agieren und sich selbst meist anders einschatzen, als sie es fur ihre eigene Bezugsgruppe, demnach Madchen allgemein, tun.

In der Regel arbeiten Studierende in den Anfangerpraktika an didaktisch aufbereiteten Experimenten, die einen starken Bezug zu physikalischen Modellen aufweisen. Mit den ublicherweise zur Verfugung stehenden Materialien ist es Lernenden kaum moglich, das Experiment mit der Modellebene unmittelbar in Verbindung zu setzen, da experimentelle Aufbauten in der Regel nur einen sehr indirekten Bezug zur physikalischen Modellierung haben. Die Erweiterung von Praktikumsversuchen um Elemente der Mixed-Reality ermoglicht eine engere Verknupfung der beiden Ebenen. Dies verdeutlicht der vorgestellte Versuch zur Polarisation und Verschrankung von Lichtquanten. Die Nutzung einer Augmented-Reality-Brille ermoglicht wahrend des Experimentierens nicht nur die Echtzeit-Darstellung von Messdaten, sondern erlaubt es auch, die Effekte experimenteller Handlungen sowohl auf der Ebene der Messdaten als auch auf abstrakterer Modellebene zu visualisieren. Uberdies ergeben sich neue Interaktionsformen zwischen Lernenden und Experiment.

An easy circuit for measuring the power of a solar panel in physics classroom by using the microcontroller Arduino will be introduced in this article. The measured data is transferred via Bluetooth to the smartphone app ‘phyphox’ where it is displayed graphically. The circuitry enables measuring the power of a solar panel in different situations of light intensity. Several model experiments for students will be described.

The magnetostrictive effect is an important topic for scientific research as well as for technological applications. Since magnetostriction constitutes an important property of emerging smart materials, experimental investigations as well as theoretical discussions of the magnetostrictive effect are of great educational value. Quantitative measurements of the magnetostrictive effect are usually technically sophisticated or not related to real applications or everyday materials. The objective of this article is to describe a simple and low-cost experiment for the qualitative and quantitative investigation of magnetostrictive characteristics employing magnetostrictive laser deflection and optical amplification. Measurements are performed for precut magnetostrictive materials found in electronic article surveillance tags. Comparative theoretical calculations for magnetostrictive cantilever beams prove the quality of the experimental approach. The described method for magnetostriction measurements has been developed as a part of the Scientific Outreach Project within the Collaborative Research Centre (CRC) 1261 "Magnetoelectric Sensors."