Subject: Physics

We aim to integrate the theoretical and practical components of the course at an early stage. To this end, we use the PHyLa teaching and learning laboratory. Here, our students work with ‘real’ school classes from an early stage; these classes visit our university for a morning. The teacher training students are supported by lecturers in the preparation, follow-up and delivery of these sessions. This gives the students their first practical experience, the school pupils benefit from a project day that is valuable in terms of physics teaching, and the accompanying teachers take away new ideas for their own lessons. The Teaching and Learning Laboratory is an integral part of the curriculum within the framework of seminars. However, Bachelor’s and Master’s theses are also completed within this framework.

Experimentation is at the ‘heart’ of physics teaching. To ensure our students are well prepared for this, we have access to modern laboratories and an excellent physics collection, which has only just been modernised. Physics students also have access to a study room with its own library. It can be used for (collaborative) study, group work or simply to socialise with one another.

At numerous schools in and around Karlsruhe, pupils have the opportunity to join a Fischertechnik club. In the past, these clubs were often supported by physics students, who were able to gain additional experience in working with pupils as a result. Please do get in touch if you are interested. It could be your first close contact with a school.

We collaborate with the Karlsruhe Institute of Technology (KIT) on a number of courses. At present, students from our university attend parts of the Experimental Physics A and B courses taught by Professor Schimmel at KIT and, to complement these, a corresponding practical session at our university. 

In addition, large-scale experiments are carried out at KIT as part of Experimental Physics 1 and 2, to provide students with a broader range of experimental experience.

The number of participants in physics seminars is usually between 8 and 15 students. In lectures, this small number provides an opportunity to engage in discussion with the lecturer and fellow students. Questions can be addressed and solutions sought as a group.

In the seminars, the small number of participants gives students the opportunity to carry out experiments in small groups, put their own ideas into practice and develop unique projects.

Formally, the modules in the teacher training programme, as listed above, are divided into subject-specific knowledge and subject-specific pedagogy.

The Department of Physics thrives on the fact that most courses integrate didactics, science and methodology. This provides students with a range of practical tools directly linked to the content they have learnt, enabling them to apply this knowledge in a school setting.

As students, for example, also deliver their own supervised lessons as part of work placements, the physics department’s extensive collection offers them plenty of opportunities to plan their lessons in a creative and modern way. The necessary materials can be borrowed for this purpose upon signing for them. It is recommended that students discuss their planned project with the department in advance.

At the end of the Bachelor’s degree programme and at the end of the Master’s degree programme, students must write an academic thesis (Bachelor’s or Master’s thesis). In Physics, these theses are generally integrated into academic research projects. More detailed arrangements regarding the scope and research focus must be discussed with the supervising lecturer. 

In Physics, academic theses are offered on the following broad topics, amongst others:

• Empirical research in physics education
• Experimental work
• ‘fischertechnik’ and personalised physics teaching