Distillation is often taught at secondary level in chemistry classes. There are, however, several pitfalls in teaching and learning the topic. First, there is not enough accessible research on students' conceptions regarding distillation, which makes it difficult for teachers and teacher educators to teach accordingly in school or university. Second, the scientific explanation of distillation, especially the separation of liquid-liquid mixtures, is much more complex than represented in school books or other learning material. Third, teachers understandably rely on the representation in school books and other materials when teaching distillation, so that inappropriate concepts may be transferred to students. In this article, we follow the model of educational reconstruction and illustrate with reference to chemistry textbooks, school books, our own research results, and other studies on students' conceptions the three pitfalls named above. Thus, this article aims to provide support for teachers and teacher educators to structure lessons on distillation based on scientifically appropriate information and with regard to students' conceptions.

It can be suggested that pre-service primary school teachers’ sense of belonging to science may be influential to their professionalization within university-based teacher education programs, which intend to prepare them for teaching natural sciences in primary school. Nevertheless, because only few studies have examined teachers’ sense of belonging to science so far, further research in this regard seems both reasonable and necessary. To this end, there is a need for instruments enabling a valid assessment of pre-service primary school teachers’ sense of belonging to science. However, existing sense-of-belonging-to-science instruments require a comparatively long time on task due to their significant number of items. Consequently, the applicability of these instruments within research is limited because surveys in educational contexts must often be brief and economical. The research we present in this article aims to tackle this issue by examining on an exploratory level whether and to what extent pre-service primary school teachers’ sense of belonging to science can be validly assessed using a single-item instrument. In doing so we report qualitative, as well as quantitative, findings that provide evidence regarding the validity of our instrument. Implications of the present study for future research are outlined at the end of this article.

Der Begriff Schülervorstellungen ist ein zentrales Element in physikdidaktischer Forschung und Lehre. In der physikdidaktischen Literatur lässt sich dieser Begriff jedoch mit unterschiedlichen Nuancierungen in seiner Verwendung und Bedeutung finden. Beschreibungen oder Definitionsversuche greifen teilweise zu kurz oder sind zu wenig konkret. Dies bringt eine Reihe von Herausforderungen für den Bereich der Forschung und für die Vermittlung des Begriffs in der fachdidaktischen Lehre mit sich. Der Ausgangspunkt der vorliegenden Delphi-Studie ist das Desiderat (implizit) vorhandene Definitionen und Bedeutungszuschreibungen zu identifizieren sowie jene Merkmale und Aspekte des Begriffs Schülervorstellungen herauszuarbeiten, über die in der deutschsprachigen Physikdidaktik-Community (Post-Docs und Professor*innen) weitgehend Konsens herrscht. Die Delphi-Studie wurde in vier Phasen durchgeführt, wobei diese so aufgebaut waren, dass die jeweiligen Ergebnisse einer Phase als Grundlage für die Gestaltung der nächsten Phase dienten. Dabei wurde jeweils das Ziel verfolgt, sich einem gemeinsamen Begriffsverständnis innerhalb der Community anzunähern, konsensuale Merkmale und Aspekte zu fokussieren und divergente Vorstellungen explizit zu machen. Während an der ersten Befragung 27 Expert*innen teilnahmen, steigerte sich die Beteiligung im Laufe des Prozesses auf 91 Teilnehmende in der letzten Befragungsrunde. Die Ergebnisse der Delphi-Studie dokumentieren unterschiedliche Ausprägungen des Begriffsverständnisses der teilnehmenden Expert*innen. Die grundsätzlich befürwortende Haltung der Expert*innen gegenüber der von uns intendierten Begriffsklärung unterstreicht die Notwendigkeit der inhaltlichen Auseinandersetzung mit dem Begriff Schülervorstellungen. Im Laufe des Delphi-Prozesses wurde eine Reihe von Aspekten des Begriffs identifiziert, welche den Expert*innen bei einer Begriffsverwendung v. a. in der fachdidaktischen Lehre besonders wichtig erscheinen. Insgesamt wurden in der Delphi-Studie Statements herausgearbeitet, die den Begriff Schülervorstellungen beschreiben und über die großer inhaltlicher Konsens herrscht.

Wenn Schüler*innen Versuche planen und durchführen, greifen sie auf Erfahrungen und auf daraus konstruierte fachliche Konzepte zurück. Dies wird nicht nur in verbalen Interaktionen sichtbar, sondern zeigt sich auch in nonverbalen Handlungen, beispielsweise bei Interaktionen mit Versuchsapparaturen. Insbesondere die nonverbalen Interaktionen sind bisher kaum Gegenstand der Vorstellungsforschung. Die Dokumentarische Methode ermöglicht eine Analyse multimodaler Interaktionen und erlaubt damit Einblicke in fachliche Vorstellungen und Herausforderungen beim Lernen, die bisher zum Thema ‚Destillieren‘ noch nicht rekonstruiert wurden. Aus dem vorliegenden Datenmaterial (Videoaufnahmen von Chemieunterricht einer achten Schulstufe) wurde durch eine dokumentarische Analyse der Interaktionen der Schüler*innen mit der Versuchsapparatur und miteinander belegt, dass die Schüler*innen im Verlauf des Versuchs in unterschiedlicher Weise bei der Deutung von Beobachtungen auf fachliche Konzepte zurückgreifen und in Folge ihre Handlungen anpassen. Es wurden dabei drei Typen der Interaktion rekonstruiert: A) Beobachtungen werden als nebensächlich evaluiert und ziehen keine Interaktionen nach sich. B) Beobachtungen sind erwartungskonform und erfolgreiche Interaktionen mit der Apparatur werden verstärkt. C) Beobachtungen sind irritierend. Es folgt im Diskurs das Verwerfen von bisherigen Annahmen oder ein Rückgriff auf bisher nicht berücksichtigte Erfahrungen. Aus den Interaktionen lassen sich Rückschlüsse auf fachlich angemessene und unangemessene Vorstellungen ziehen. Die handlungsleitenden Vorstellungen von Schüler*innen werden nach der Analyse mit der wissenschaftlichen Perspektive und der im Unterrichtssetting sichtbar werdenden didaktischen Strukturierung des Themas ‚Destillation‘ im Sinne der didaktischen Rekonstruktion in Beziehung gesetzt. Insgesamt lässt sich ableiten, dass die Destillation eines Ethanol-Wasser-Gemisches auf dieser Schulstufe kein für Schüler*innen gut nachvollziehbares Beispiel einer Stofftrennung ist.

The concept of students’ conceptions is central in science education and research. However, a concise and accurate definition of the German term ‘Schülervorstellungen’ (engl. students’ conceptions) is still absent. Therefore, a Delphi study, inviting more than 200 professors and postdoctoral researchers in the field of German-speaking physics education research (PER), was conducted. Main purpose was to find opinions about the necessity for a general definition and if possible, definitions used implicitly in the scientific community of PER. First results indicate a need for a concise definition, especially for its use in physics teacher education. Based on our results, a broader discussion among other subject educational research communities dealing with this term is necessary.

Radiation is ever-present around us, yet there is still a lack of knowledge about radiation among the general population, especially when it comes to students. For this study, we measured the effectiveness of a lesson plan on radiation concepts that focused on ionising radiation and was supported by references and examples from the superhero genre. The lesson was delivered to student groups in Vienna-based high schools in Austria where all students (n=141) were in Grade 9 to 11. Prior to the lesson, students completed a pre-test to collect data on their knowledge base in relation to radiation and superheroes. During the lesson students were required to complete ID cards on both the electromagnetic spectrum and superhero characters. They were also invited to create and draw their own radiation-based superhero. After the lesson, students completed a post-test. We note that student knowledge on radiation concepts improved after the lesson. For example, students more accurately ordered radiation types according to energy and provided more correct answers to open-ended questions with correct explanation on the interaction of radiation with different medium. Most students welcomed the inclusion of superheroes in the classroom and were not distracted by their use in the classroom.

The success of films such as “Avengers: Endgame,” “Black Panther,” and “Captain Marvel” has established the superhero genre in modern popular culture. Many students will have seen these films, or at the very least they are familiar with a number of the superhero characters. In the physics classroom, content based on superheroes can be used in support of learning materials on topics such as optics, advanced materials, kinematics, and the electromagnetic (EM) spectrum. Studies have highlighted several student preconceptions with regards to different radiation types. For instance, the literature suggests that students incorrectly classify certain radiation types as unnatural, and they cannot differentiate between ionizing and non-ionizing radiation.

Almost every country in the world is obligated to implement education policies to enable an inclusive school system. However, implementing techniques to be inclusive in schools is a major challenge to teachers, especially to those teaching a subject at secondary level and higher. Most of the literature concerning inclusive science education was published in recent years, and is more normative than empirical. Teachers struggle to transfer these normative demands to their accustomed way of teaching science. In this study, we analyze conflicts a teacher experiences when teaching a so-called ‘hard science’ like chemistry at an inclusive school. On the one hand, inclusive science education should facilitate participation in science specific learning processes for all learners. This broad perspective on inclusion demands that everyone can take part in everyday classroom life. On the other hand, chemistry strives for the understanding of abstract concepts, theories and models, which forms a barrier to learning chemistry for many people. This paper presents an explorative case study focusing on these conflicting demands. To reconstruct the inconsistencies, we analyzed a videotaped teacher–student discourse on atoms. Using the documentary method, a qualitative approach developed by the sociologist Ralf (Bohnsack et al., 2010). distinguishing between explicit and implicit knowledge, it was possible to reveal the orientational frameworks guiding the teacher’s actions. On the surface level, traditional scientific educational approaches structure the discourse. Reconstruction of the discourse is deep, as evidence was found for a participation-oriented framework as well as for the challenges the conflicting demands of chemistry and inclusive teaching put on teaching. We implicate that future professional development courses must not only concentrate on combining chemistry with inclusive pedagogies, i.e., how to teach, but also on the reflection of implicit beliefs concerning inclusive chemistry teaching.

Radiation surrounds us in various forms and plays a huge role in our everyday life. However, little is known about student and children's conceptions of this topic. This study is part continuation part replication of the studies carried out by Neumann and Hopf (2013). The method employed in both studies was identical. 459 students drew pictures associated with the concept "radiation" under observation. The resulting motives were subsequently categorized and compared. In this study the children barely associate the concept of "radiation" with the Fukushima Nuclear Disaster. Moreover, a number of differences could be realized when compared to the reference study. For instance, significantly more students drew cell phones and computer monitors in the current study. Additionally, a greater number of drawings related to radioactivity could be observed. Overall, the findings of this work indicate that not only are students exposed to the media at a much younger age, but also more frequently. This leads to the conclusion that more and more children build their own understanding of a particular subject, which could potentially result in misconceptions.

The approaches of “problem-based learning” and “writing to learn” are known for facilitating the apprehension of concepts and better retaining of knowledge. In educational research, concept maps are sometimes used to assess the learners’ level of knowledge. In this paper, the main aim is to investigate the validity of concept maps as an instrument for the assessment of learning. Therefore, six students were observed for more than a year and their learning process was documented in various ways. The concept maps were used in the form of a pre-post-test, and the different students’ results were compared in a cross-case analysis using a master concept map. The results presented in this study indicate that the validity of concept maps compared to interviews and reports are questionable. It is possible to measure some parts of the learning process with concept maps, but conceptual learning seems to be hidden from the instrument. Therefore, concept maps might not be the most useful tool to measure conceptual change.

Inklusiver Unterricht ist in den letzten Jahren stärker in den Fokus von Schulentwicklung gerückt und stellt Lehrpersonen vor die Anforderung, ihren Unterricht zu verändern. Dabei ist vor allem die Vereinbarkeit mit der Vermittlung von fachlichen Inhalten problematisch und wenig erforscht. In der vorliegenden Fallstudie steht der Unterricht einer Chemielehrerin an einer inklusiven Schule im Fokus der Analyse. Der dokumentarischen Methode folgend wird der handlungsleitende Orientierungsrahmen der Lehrerin rekonstruiert. Es zeigt sich, dass der Orientierungsrahmen zwar partizipationsorientiert ist, dies aber weder den Anforderungen inklusiven Unterrichts noch jenen des Fachunterrichts genügt.

Sometimes it is not made explicit to which level (macroscopic or submicroscopic) the topic being talked about during a chemical lesson should be assigned. Even in the learning materials used the levels are often mixed, for example in the periodic table of elements that are shown in textbooks. This can be a learning barrier for students. Illustrated by a case study some learning difficulties of students in learning the atomic structure with the help of such a periodic table of elements are shown. The use of two different periodic tables of elements is suggested to support the more explicit separation of the macroscopic and submicroscopic level.

Conceptual Change is a widely accepted theoretical framework for science education. Setting up successful learning and teaching arrangements in this framework necessarily entails including students´ preconceptions into the construction of those arrangements. In order to provide a basis for such arrangements this study investigated and explored preconceptions about radiation in a qualitative case study with seven students (age 17-18). The use of grounded theory allowed the discovery of deep-rooted conceptions and the formulation of a theory to help learners understand the basic concepts of radiation more quickly and more reliably. The results revealed a new conception „the nature of radiation“, which hampers students’ understanding and interferes with their explanations of radiation. Additionally, analysis of the data revealed interesting conceptions concerning the danger of different types of radiation. These highly interesting findings about the nature of radiation will be embedded in a broader perspective and suggestions for learning and teaching about radiation will be given.

In unserem Alltag sind wir von Strahlung in vielfaltiger Weise umgeben. In der Sekundarstufe wird an verschiedenen Stellen im Curriculum auf Strahlung eingegangen. Leider ist nur wenig gutes und fachdidaktisch erprobtes Unterrichtsmaterial fur die Sekundarstufe vorhanden. In diesem Beitrag wird Unterrichtsmaterial fur UV-Strahlung vorgestellt, welches in zwei Unterrichtsstunden zu bearbeiten ist. Dieses Material wurde in mehreren Design-Based-Research-Zyklen erstellt und verbessert. Dabei wurden verschiedene qualitative Methoden zur Evaluation der einzelnen Entwicklungsstufen verwendet. Das vorliegende Material stellt das vorlaufige Endprodukt dar. Dieses Material ist einfach in den Regelunterricht zu implementieren und die Materialkosten wurden auf ein Minimum gesenkt. Es zeigten sich in der Erprobung eine einfache Anwendbarkeit im Regelunterricht und gute Verstandlichkeit des Materials. Die Unterrichtseinheit ist Teil eines Unterrichtsganges zum Thema Strahlung, welcher derzeit an der Universitat Wien entwickelt wird.

For good science teaching, it is necessary to have knowledge of your students' preconceptions. Numerous studies have been conducted about typical ideas that students bring to the science classroom in science education research. Unfortunately the domains of which we know preconceptions are not distributed evenly and there is a lack of studies about students' conceptions of electromagnetic radiation. This literature review focuses on the existing body of studies around those conceptions. All studies focusing on conceptions of radiation, including nuclear radiation, have been considered if they were published in international peer reviewed journals in English and German between 1980 and the present day. Some interesting conceptions mentioned in different studies are pointed out, as well as gaps in the literature that need to be filled. At the end, some ideas to conquer misconceptions are presented.

In unserem Alltag sind wir von Strahlung in vielfältiger Weise umgeben. In der Sekundarstufe wird an verschiedenen Stellen im Curriculum auf Strahlung eingegangen. Leider ist nur wenig gutes und fachdidaktisch erprobtes Unterrichtsmaterial für die Sekundarstufe vorhanden. In diesem Beitrag wird Unterrichtsmaterial für UV-Strahlung vorgestellt, welches in zwei Unterrichtsstunden zu bearbeiten ist. Dieses Material wurde in mehreren Design-Based-Research-Zyklen erstellt und verbessert. Dabei wurden verschiedene qualitative Methoden zur Evaluation der einzelnen Entwicklungsstufen verwendet. Das vorliegende Material stellt das vorläufige Endprodukt dar. Dieses Material ist einfach in den Regelunterricht zu implementieren und die Materialkosten wurden auf ein Minimum gesenkt. Es zeigten sich in der Erprobung eine einfache Anwendbarkeit im Regelunterricht und gute Verständlichkeit des Materials. Die Unterrichtseinheit ist Teil eines Unterrichtsganges zum Thema Strahlung, welcher derzeit an der Universität Wien entwickelt wird.