Quickphysik

Teaching and Studies

For further details, click on the respective titles.

Current teaching (Winter Term 2025/26)

• Practice: Elements of Physics I
• Seminar: Experiments in Physics
• Advanced Studies in Physics Education

Master’s theses

• Rising, Falling, Throwing – Investigation and modelling of mechanical motion using an Arduino microcontroller (ongoing)

  To be announced.

• Developing a guideline for creating explanatory videos in physics for novice teachers (ongoing)

  Explanatory videos are becoming increasingly relevant in both school and out-of-school educational contexts. Thanks to the widespread availability of digital devices, producing such videos is now feasible even for teachers without technical prior knowledge. Nevertheless, many lack the didactic and media-didactic competencies required to design explanatory videos in a learning-effective way. The aim of this thesis is to develop a practice-oriented guideline that supports teachers—especially those without prior experience—in producing explanatory videos. The guideline is intended to enable the meaningful use of videos in lessons by taking learning-theoretical foundations and principles of multimedia learning into account.

• Free exploration and experimentation in primary education – Development and evaluation of teaching materials for self-directed exploration of magnetism (completed)

  Physics-related content receives comparatively little attention in primary “science” education. As Köster (2006) convincingly argues, individual factors on the part of teachers are also decisive; these can appear as “teaching boundaries” for physics content and thus become “learning boundaries” for pupils. In her study, Köster presents an alternative approach that enables children of primary-school age to independently explore a field of physical experience and actively make use of it. The results show that—even with largely self-organized work—children gain basic physical experiences, develop a science-oriented attitude, and expand their social skills. Increased willingness to engage as well as a deeper interest in physical phenomena are also observed. Building on Köster’s findings, the present study investigates—using magnetism as an example—to what extent pupils can experience physical phenomena independently while teacher guidance is largely reduced. For this purpose, materials were developed in four successive sequences and made available to children in an open learning environment. Experimental behavior was recorded on video and analyzed with the primary aim of identifying different types of exploratory behavior.

• Energy in primary education – A comparative interview study on the development of preconceptions about energy in grades 1–4 (completed)

  This qualitative study examines primary school pupils’ understanding of the concept of energy and its development from first to fourth grade. Based on individual interviews with twelve children—six from first grade and six from fourth grade—the study captures how energy is addressed and understood. The interviews were analyzed using qualitative content analysis following Mayring, applying an inductively developed category system. The results show that conceptual understanding of energy progresses only to a limited extent during primary school. While younger children mainly connect energy with human activities, older children more frequently refer to electrical energy. Nevertheless, according to the criteria of Driver et al. (1994) and Duit (2007), understanding remains insufficient and is strongly shaped by everyday ideas and misconceptions. The study thus highlights the need for targeted and systematic support of the concept of energy already in primary school.

• Sociocultural factors of knowledge production: An investigation of mechanisms excluding women from 19th-century science using Sophie Germain as an example (completed)

  Abstract: This study investigates sociocultural barriers that kept women away from the scientific community in the 19th century, using the mathematician Sophie Germain as an example. Drawing on the Nature of Science (NOS) framework after Lederman et al. (2013) and Bourdieu’s sociology of science (1976), the work analyzes overarching mechanisms—scientific habitus, field, and capital—that shaped Germain’s career. After a comprehensive account of Germain’s life and the contemporary scientific, political, and social conditions, the theoretical frameworks of NOS and Bourdieu are introduced. The main chapter offers a detailed analysis of Germain’s biography in the context of these sociocultural variables and highlights the power structures that shaped her scientific work. A final table lists all of Germain’s scientific contacts to illustrate networking and exchange within the scientific field of her time.

• From a simple circuit to the basic circuits of a computer – Designing a teaching unit for lower secondary level using a breadboard (completed)

  Abstract: In physics education, there are repeated calls to integrate modern topics into school physics. While students at upper secondary level gain at least some insight into topics such as quantum and particle physics, other areas—such as solid-state physics—remain largely absent from school teaching. Important concepts and developments such as the transistor, which has profoundly shaped our technological world, therefore often remain unknown to students. This thesis develops and tests a teaching unit that enables students already at lower secondary level to build a basic understanding of selected aspects of solid-state physics. The goal is to introduce key components and concepts such as transistors or p–n junctions in the context of “computer circuits” and in relation to canonical content in electricity. To provide a systematic experimental approach, the content is developed using a breadboard. A breadboard is a plug-in board that allows circuits to be built and modified flexibly.

• Language-sensitive physics teaching – Development and design of teaching materials for optics lessons to support academic and subject-specific language (completed)

  Abstract: Inclusive physics teaching poses particular challenges due to the high level of abstraction, the use of models, and the theoretical interpretation of measurement results. For pupils with special educational needs, participation in physics lessons can therefore be especially demanding. The use of subject-specific and academic language plays an important role in this context. Appropriate attention to language should also be reflected in teaching materials. The aim of this thesis is to develop teaching materials for optics lessons on the topic Light and Shadow, specifically designed to promote academic and subject-specific language in physics education. The associated lessons were tested several times in a 9th-grade class and the material was revised successively.

Bachelor’s theses

• Making forces tangible – Supporting foundational knowledge in primary science education through the use of a force sensor (ongoing)

  To be announced.

• Much ado about hot air – Development of an experiment kit on air for primary science education (ongoing)

  To be announced.

• The interplay of physics and architecture – A study of acoustic principles in concert halls using the Historische Stadthalle Wuppertal as an example (ongoing)

  To be announced.

• Weather as a modular kit – Development and construction of a modular weather-station set for use in primary education (ongoing)

  To be announced.

• Floating, hovering, sinking – Design and development of didactic companion materials for a buoyancy experiment kit in primary school (ongoing)

  To be announced.

• Exploring, understanding, experiencing colors – Development and design of experiments on color phenomena in primary education (ongoing)

  To be announced.

• Fire, water, earth, air – Experience-based learning fields in primary education (ongoing)

  To be announced.

• The perfect sandcastle – Development and evaluation of a teaching sequence on “granular matter” in primary education (ongoing)

  To be announced.

• Like a bird in the wind – Development of an experiment kit on air and flight for primary school (completed)

  To be announced.

• Light plays and shadow tricks – Design, development, and realization of an interactive experiment book on optical phenomena for primary school children (completed)

  To be announced.

• Cake in the lab – Development of a series of primary science experiments investigating physico-chemical processes during baking (completed)

  Everyday contexts offer particularly high potential in primary science education to convey scientific phenomena in a motivating and sustainable way. In particular, familiar activities such as baking enable an illustrative and hands-on engagement with physico-chemical processes. Against this background, the present thesis develops an exploratory series of experiments that makes central scientific processes involved in baking a cake tangible for primary school pupils. The thesis thus provides a practice-oriented contribution to science education in the primary sector.

• A leap into physics – Development of an experiment kit on “Why does the ball bounce?” for primary school (completed)

  Motion phenomena such as bouncing balls provide a motivating and everyday-life-related entry into physical questions in primary science education. This thesis presents the development of an experiment kit that enables pupils to investigate the bouncing behavior of balls systematically. The kit contains age-appropriate materials and experiment guides that support discovery-based and hands-on learning. The goal is to make key physical principles accessible through simple experiments and to anchor them sustainably. The concept supports active engagement with physics content and thus provides a practice-oriented contribution to science education in the primary sector.

• Sun, Moon, and zodiac signs – Development of a tabletop planetarium to demonstrate zodiac constellations in the sky (completed)

  The topic “astronomy and constellations” offers a particularly motivating access to scientific questions in primary education. A didactic challenge lies in the complex relationship between the visible zodiac constellations and the calendar-based zodiac signs, as both do not directly correspond. This thesis develops an extended tabletop planetarium that can be built from simple materials. The goal is to present this relationship in an age-appropriate and illustrative way, enabling primary school children to better understand astronomical connections. The thesis thus contributes to the didactic preparation of a demanding topic for use in primary science education.

• A bend in optics? Development of an experiment kit for exploratory investigation of optical lifting and refraction in primary school (completed)

  Refraction is a central part of physics education, while the closely related phenomenon of optical lifting is often neglected. Reasons include a lack of suitable didactic concepts and the widespread misconception that optical lifting is merely an optical illusion. In fact, optical lifting can be explained physically, measured, and accurately predicted—e.g., via the apparent position shift of an object under water. Against this background, this bachelor’s thesis develops an experiment kit that makes refraction and optical lifting tangible through everyday experiments. The aim is to work out the physical relationships between both phenomena and prepare them didactically so that they can be taught understandably in primary science education. The thesis thus contributes to fostering a deeper understanding of physics already in the primary sector.

• “And yet it moves” – A learning workshop on Galileo and the discovery of Jupiter’s moons for primary education (completed)

  Galileo Galilei’s discovery of the four largest moons of Jupiter in 1610 is considered a milestone in the history of astronomy and initiated a fundamental shift from the geocentric to the heliocentric worldview. Galileo’s observations, published in Sidereus Nuncius, refuted the idea that all celestial bodies orbit Earth and provided empirical support for the Copernican model. This thesis develops a material-based learning workshop that addresses Galileo’s discovery and its historical significance. Embedded in an escape-room scenario, key scientific and historical content is conveyed through varied, student-activating stations. The goal is to make astronomical processes of knowledge generation tangible both in content and method and to foster inquiry-based, discovery learning.

• Physics as an instrument of curiosity – Development of an exploratory teaching unit on acoustic phenomena in primary school (completed)

  This thesis draws on Martin Wagenschein’s concept of genetic, Socratic, and exemplary learning and emphasizes its relevance for understanding-oriented physics teaching. Building on these principles, and on “Lehrkunstdidaktik” (teaching as an aesthetically designed learning process) after Christoph Berg, an exploratory teaching sequence on basic phenomena of acoustics and resonance is developed. The goal is not to present physics as finished knowledge, but to make it sustainably understandable through targeted reduction, dialogical learning processes, and historical references. The thesis thus contributes to the didactic implementation of learning-supportive physics teaching in Wagenschein’s sense.

• Physics in the garden – An exploratory investigation of surprising phenomena right outside the door (completed)

  Abstract: “Learning in context” in physics is highly motivating and provides not only a framework for learning subject matter, but also for understanding scientific practices. Research in physics education aims, among other things, to identify suitable contexts from students’ everyday lives and to design corresponding learning environments. The aim of this thesis (by Ms. Wipperfeld) is to open up the garden as a potential learning site for primary school children. By identifying suitable scientific phenomena, exploring them in an exploratory manner, and presenting them scientifically, the subject-matter basis is laid for further didactic transformation so that the garden can, in the long term, become a vibrant learning space where theory and practice merge in an illustrative and motivating way.

• Momentum for physics – Development and evaluation of an exploratory unit on the concept of momentum in primary education (completed)

  Abstract: Momentum, momentum transfer, and impulse are central concepts in physics because they provide fundamental insights into motion and interactions and prepare numerous advanced topics. Although these contents are usually scheduled for lower secondary education, their basic ideas can be simplified in an age-appropriate way for primary education. Suitable teaching sequences for this area are still largely lacking. The aim of this bachelor’s thesis is therefore to develop an exploratory teaching sequence of two double lessons in which primary school pupils can independently explore the concepts of “swing” and “impact” through a variety of experiments. Designed for primary science education, the unit uses child-friendly arrow representations to visualize physical relationships. The materials were tested and evaluated to provide teachers with concrete implementation options for introducing these complex topics.

• Tracing resonance – Investigating vibration modes of geometric plates using Chladni figures (completed)

  Abstract: This thesis examines the phenomenon of Chladni figures from a phenomenological perspective without relying on theoretical preconceptions. Starting from Ernst Chladni’s historical discovery, it shows how the vibration behavior of thin plates can be made visible through simple experiments. In a systematic exploratory investigation, factors such as plate shape, excitation method, fixation points, and scattering material are varied. The results demonstrate that even without mathematical modelling, diverse insights into the emergence and systematics of the patterns can be gained. The work shows that sound figures provide a rich field for experimentation and can be used in school contexts beyond a mere demonstration experiment as a didactically valuable approach to acoustic and physical phenomena.

• Hidden starry sky – Visualizing light pollution over the city of Wuppertal using astrophotography (completed)

  Abstract: Increasing artificial light at night leads to growing light pollution, which poses diverse challenges. Effects such as biodiversity loss, disruption of the human day–night rhythm, and the cultural loss of the night sky are often underestimated. This thesis illustrates the problem by visually depicting light pollution over Wuppertal’s night sky. The goal is to make the effects visible through astrophotography, supported by light-pollution filters and a simulated representation of an undisturbed night sky. A section of the night sky is produced to illustrate the brightening of the horizon.

• Electrically charged – Development and evaluation of a teaching sequence on electrostatics in primary education (completed)

  Abstract: This thesis presents the development and evaluation of a teaching sequence on electrostatics for primary education. The goal is to make electrostatic phenomena tangible through inquiry-based, discovery learning and to foster understanding of charged materials. A central tool is a self-built electroscope used to visualize states of charge. After a scientific introduction focusing on the triboelectric effect and the electroscope’s function, the thesis provides a didactic elaboration integrating methods such as learning at stations, cooperative learning, and motivational strategies. The implementation of the sequence in two double lessons is described with regard to planning, execution, and evaluation. Finally, the thesis reflects on the methods and provides supplementary materials such as worksheets and a “research journal” in the appendix.

• The man in the Moon – A study of preconceptions in astronomy and their consideration in primary science education using the Moon as an example (completed)

  Abstract: This thesis examines the educational tension between scientific and everyday/cultural perspectives on nature using the Moon as an example. While the scientific perspective describes the Moon as a physical object captured by empirical data and mathematical models, the everyday perspective is shaped by emotional, aesthetic, and cultural meanings. Children’s ideas often combine both perspectives into a multi-layered and sometimes contradictory interpretation. The aim is a theoretical analysis of this tension. After contrasting the “two Moons” (the scientific-rational and the cultural-emotional construction), developmental-psychological aspects (among others following Piaget), children’s ideas about the Moon, and didactic materials on the topic are analyzed. Building on this, the relationship between children’s lifeworld and the disciplinary perspective is reflected upon. Finally, didactic approaches are discussed, especially with reference to Wagenschein’s concept of exemplary learning.

• Experiencing balance – An experience-oriented teaching unit to support understanding of center of mass and equilibrium in primary school (completed)

  Abstract: This thesis develops an experience-oriented teaching unit on “center of mass and equilibrium” for primary science education. The key idea is that pupils first gather experiences with their own bodies and then transfer and recognize these experiences in inanimate objects. This addresses the pedagogically important transition between an embedded and a detached perspective and proposes a new approach to a topic that is often limited to simple machines and the “golden rule of mechanics.” The unit was tested in third- and fourth-grade classes.

• Manual dexterity in comparison – Investigating fine-motor skills of primary school children while building a Leonardo bridge (completed)

  Abstract: This thesis investigates primary school children’s fine-motor skills while building a Leonardo bridge. The focus is on hand–eye coordination, manual dexterity, and reasoning competence. Using observations and interviews, it analyzes how children of different ages deal with identical materials and requirements. The results are typified and provide insight into the extent to which primary school children are capable of independent construction. From this, didactic recommendations can be derived for using fine-motor demanding tasks in primary science education.

• Bionics – a success story? A critical analysis of the history of bionic developments under selected aspects of “Nature of Science” using the polar bear and the gecko as examples (completed)

  Abstract: This study analyzes how bionics is portrayed in various media from the perspective of myth-making. Bionics—where biological phenomena are technically imitated—is often presented as a linear and frictionless process. The thesis shows how such portrayals are shaped by narrative techniques such as monumentalization, idealization, emotional dramatization, and naturalized explanations, and how they influence understanding of science. The Nature of Science (NoS) serves as the theoretical framework, integrating Allchin’s concept of myth-conception to examine textbooks for teaching and children as well as historical sources. As case studies, the bionic developments regarding the polar bear’s heat management and the gecko’s adhesion are analyzed. The results show that progress in bionics depends not only on scientific research but also on social, economic, and political factors.

• Parallel world – An experiment box on mirrors for primary school (completed)

  Abstract: In conventional physics teaching, mirrors are predominantly investigated “light-mechanically” via the law of reflection, with experiments serving mainly as a method of verification. This methodological approach neglects pupils’ perceptual capacities, which are of high importance in primary science education. The aim of this thesis is to develop an experiment box following a phenomenological approach that places perception at the center. Instead of the usual theory-guided procedure, an exploratory approach is applied. The experiment series consists of four modules. Starting from the experience of the mirror as a window into an optical space (leading to the concept of mirror space), relationships to the physical concept of a mirror are only established in a second step by investigating illumination conditions. Applications such as the periscope bridge between these perspectives. The proposed path enables exploratory learning that may lead pupils to different results and opens up perception. The experiment box presents all experiments, including a possible sequence, documents them, and clarifies goals and outcomes.

• Water under tension – Development of an exploratory experiment set on “surface tension” for primary education (completed)

  Abstract: In primary science education, experiments play a crucial role as a hands-on method of inquiry. A closer analysis of textbooks shows that experiments are often designed deductively and hypothesis-driven. In addition to this approach, exploratory experimentation offers further advantages: learners systematically vary parameters to investigate the conditions of a phenomenon and, in doing so, develop suitable terms for describing it. This thesis presents, as an example, an exploratory experiment set on surface tension for 4th grade. Although many model explanations and experiments exist for this abstract topic, it is well accessible through exploratory experimentation. The developed set leads pupils from qualitative to quantitative insights. In the NRW curriculum, surface tension can be assigned to the domain “Nature and environment” under “materials, their transformations, and material cycles.” The thesis first discusses scientific and didactic aspects of surface tension. It then develops criteria for designing the experiment set, followed by an explanation of the set with scientific and didactic annotations.

• Learning in context – A study of selected examples of context-oriented learning in primary science education (completed)

  Abstract: Teachers face the challenge of sustainably inspiring pupils for lessons and learning content. High interest and continuous motivation are crucial for successful learning. Science education offers many everyday links to reality, which often remain unused in practice. This thesis presents “learning in context” as a possible solution to various problems of traditional teaching. The approach is introduced by clarifying the concept of context, discussing advantages and disadvantages, relating it to disciplinary structure, and reviewing early context-oriented approaches and projects. A look at science education literature shows that learning in context is still not very widespread or discussed. Based on the literature, conditions for suitable “internal contexts” are developed. Using these criteria, the thesis finds that classic textbooks do contain internal contexts with everyday references, but they are not used as a framing for in-depth engagement with subject matter. Consequently, genuine learning in context is not implemented in conventional textbooks, indicating the need for further development and follow-up work.

• Experiments with a self-built wind tunnel to visualize air flows (completed)

  Abstract: This bachelor’s thesis deals with experiments in a self-built wind tunnel that visualize different air flows using varied objects and enable learners to compare them. The focus is on an instructive sequence of images and its didactic preparation. First, the physical foundations of flow and fluid mechanics are introduced to provide understanding of the underlying processes. The construction and function of the wind tunnel are explained; evaporating glycerin on a constantan wire makes generated air flows visible. The resulting flows are examined in further experiments for patterns and shapes and compared. A central learning goal is insight into relationships between object shapes and surrounding air flows. Systematic experimentation and variation with different objects and shapes enables observation of changes in the flow patterns. This is intended to create a basic understanding of air flows and show potential applications of these insights, such as recognizing aerodynamically shaped everyday objects or understanding how air resistance can be reduced for energy efficiency. Finally, the didactic concept for use in primary science education and the challenges of complex physics content are discussed. The thesis contributes to expanding possibilities for active, hands-on engagement with scientific phenomena, fostering curiosity and the spirit of discovery, and awakening enthusiasm and interest in science topics.

• Institutional images of women in the German Empire: A study of women’s roles in education in the 19th and 20th centuries using Elsa Neumann and Lise Meitner as examples (completed)

  This thesis examines the life paths and scientific contributions of Elsa Neumann and Lise Meitner in order to shed light on gender roles and educational patterns in the 19th and 20th centuries. By analyzing these two physicists, the study shows how structural problems and societal conditions influenced women in science. Elsa Neumann, one of the first female lecturers at the Technische Hochschule Berlin, struggled against academic barriers in the late 19th century and made important contributions to electrochemistry. Lise Meitner, a key figure in the discovery of nuclear fission, faced institutional discrimination shaped by National Socialist racial policies despite her scientific achievements. The study shows that the challenges faced by Neumann and Meitner ranged from limited access to education to open discrimination, and reflects the evolving changes in women’s roles in schools and universities over two centuries.

• Reading the book of clouds – Development and evaluation of a teaching sequence on cloud formations (completed)

  Abstract: The topic of clouds—often treated only marginally in primary science education and usually mentioned in the context of weather— offers many opportunities for comprehensive, competency-oriented exploration in the classroom. Intensive engagement gives pupils insight into different types of clouds, their formation, and their role in weather phenomena. It also enables exploration of fundamental scientific concepts such as observation, categorization, and description of phenomena. Working with clouds sharpens observational skills and awakens curiosity—key qualities in primary science education. The aim of this bachelor’s thesis is to design a five-lesson teaching unit on “clouds” and to implement it in a second-grade class. The focus is on eliciting pupils’ existing ideas about clouds, exploring different types of cloud formations, and fostering observational skills. This was achieved by having pupils identify cloud formations over two weeks and sketch and document them in a “cloud diary.” The unit concluded with an experiment on cloud formation and the development of informational materials.

• The lotus effect – Development of an experiment box to explore self-cleaning surfaces in primary school (completed)

  Abstract: Bionics—using nature as a model for technical innovations—offers many learning opportunities in primary science education. A well-known example is the lotus effect, where the lotus leaf surface causes water and dirt to roll off. The aim of this thesis is to create an experiment box for primary school focusing on the lotus effect. The experiments are designed to gradually familiarize pupils with the factors responsible for the self-cleaning properties of surfaces.

• Development of an experiment set to investigate a simple electric circuit in primary school (completed)

  Abstract: This bachelor’s thesis focuses on developing an experiment set for investigating simple electric circuits in primary school. Children encounter electricity early in everyday life, and understanding circuits is directly relevant to their daily experience, as reflected in the primary curriculum. Experiments are an effective way to familiarize pupils with how circuits work, and the set enables them to carry out experiments independently. The set includes various experiments on “circuits,” in which the three elementary components—battery, closed connection, and “consumer” (load)—are varied and alternative approaches are presented. The chosen exploratory approach emphasizes pupils’ independence and focuses on their own experimenting and discovering. Finally, a possible integration of the experiments into a teaching sequence is proposed, taking an optimal order into account.

• Floating, hovering, sinking – Development of experimental materials on buoyancy for primary school (completed)

  Abstract: Everyday experiences of “buoyancy” are easy to observe, yet pupils often hold misconceptions—for example, that something sinks because it is too heavy. To address the concept of density in an age-appropriate way, this thesis develops an experimental sequence on buoyancy. The experiments are documented, presented, and justified didactically. Across five successive experimental modules, pupils are guided from experiencing apparent loss of weight under water through comparisons and measurements to understanding Archimedes’ principle. The goal is to provide teachers with fully developed experimental materials for lesson preparation that anchor buoyancy sustainably in pupils’ memory and enable a rich learning experience.

• Exploring the world of sound with a tuning fork – Design of a teaching sequence on acoustics for primary education (completed)

  Abstract: The aim of this thesis was to develop and test a teaching sequence for primary science education. The sequence was designed to teach pupils how to use tuning forks, introduce them to the world of sound, and convey a basic understanding of acoustic vibration phenomena. To this end, experimental stations and materials were developed based on an already existing tuning-fork experiment kit. In addition, worksheets and working materials for pupils were created. After implementing the teaching sequence, a light evaluation was conducted to review the effectiveness and suitability of the developed materials and methods.

• From center of mass to the law of the lever – Development of a new experiment set for schools (completed)

  Abstract: Experiment kits are important tools in physics education because they provide hands-on experiences and support understanding of physical phenomena. The aim of this thesis was to develop and document an experiment kit that enables an experimental understanding of types of equilibrium and the law of the lever, starting from the concept of center of mass. The resulting kit enables experiments on stable, unstable, and neutral equilibrium and transitions between them. It also enables measuring and exploring the law of the lever.

• The rainbow in a drop? An experimental investigation of the conditions of the rainbow using a single droplet (completed)

  Abstract: This thesis develops an exploratory series of experiments to promote understanding of how rainbows form. It builds on an earlier proposal to reconstruct the optical imaging conditions at a single drop and transfer them to the rainbow. Previous investigations have shown that many optical properties observed at a large transparent sphere (a water-filled goldfish bowl) are equivalent to those of the rainbow. The goal is to vary parameters systematically in order to capture experimentally the transition from a single droplet sphere to the natural phenomenon of the rainbow.

• Refraction before optical lifting? An exploratory investigation of a symmetric treatment of optical lifting and refraction (completed)

  Abstract: Refraction is an important part of the physics curriculum. Optical lifting can serve as motivation or illustration of refraction of light within geometrical optics. However, optical lifting is often omitted because it is considered less “objectifiable” than refraction. The aim of this thesis was to develop an exploratory experimental series that, using the cylindrical lens, provides another example for treating lifting and refraction in parallel. The use and meaning of the terms “lifting” and “refraction” in physics textbooks are discussed and related to pupils’ preconceptions.

• The mimetic miniature in primary science education – A teaching unit on shadows (completed)

  Abstract: This thesis aimed to develop and test a teaching sequence that introduces pupils in primary science education to fundamental concepts of shadow phenomena in an exploratory way. The focus is on imaging properties of light sources and apertures in the process of shadow formation. The thesis designs experimental stations, suitable materials, and accompanying worksheets. The teaching sequence was successfully implemented in two classes of a primary school in Remscheid and conveyed central optical regularities of shadow formation in a child-appropriate and scientifically grounded manner.