Prof. Dr. Burkhard Priemer
Profil
Forschungsthemen19
21st Century Skills für Studierende des Grundschullehramts
Quelle ↗Förderer: Stifterverband für die deutsche Wissenschaft Zeitraum: 01/2020 - 06/2022 Projektleitung: Prof. Dr. Burkhard Priemer
Argumentationsprozesse in Lernumgebungen mit Real- und Simulationsexperimenten
Quelle ↗Förderer: DFG Sachbeihilfe Zeitraum: 09/2015 - 02/2018 Projektleitung: Prof. Dr. Burkhard Priemer
BeMINT
Quelle ↗Zeitraum: 12/2016 - 03/2019 Projektleitung: Prof. Dr. Burkhard Priemer
Club Lise II
Quelle ↗Förderer: Vereine / Verbände Zeitraum: 10/2010 - 12/2023 Projektleitung: Prof. Dr. Burkhard Priemer, Susanne Spintig
Didaktik der Physik
Quelle ↗Zeitraum: 01/2014 - 01/2024 Projektleitung: Prof. Dr. Burkhard Priemer
Didaktik der Physik
Quelle ↗Zeitraum: 02/2014 - 02/2024 Projektleitung: Prof. Dr. Burkhard Priemer
Digitales Messen im naturwissenschaftlichen Unterricht
Quelle ↗Zeitraum: 02/2018 - 02/2019 Projektleitung: Prof. Dr. Burkhard Priemer
Digitalisierungsbezogene und digital gestützte Professionalisierung von MIN-Lehrkräften
Quelle ↗Förderer: Bundesministerium für Forschung, Technologie und Raumfahrt Zeitraum: 04/2023 - 09/2025 Projektleitung: Prof. Dr. Burkhard Priemer, Prof. Dr. Annette Upmeier zu Belzen
Experimentieren:Digital
Quelle ↗Zeitraum: 05/2016 - 08/2017 Projektleitung: Prof. Dr. Burkhard Priemer, Franz Boczianowski
Fachdidaktische Qualifizierung Inklusion angehender Lehrkräfte an der Humboldt-Universität zu Berlin
Quelle ↗Förderer: Bundesministerium für Forschung, Technologie und Raumfahrt Zeitraum: 07/2019 - 12/2023 Projektleitung: Prof. Dr. Stephan Breidbach, Prof. Dr. Detlef Pech, Prof. Dr. Vera Moser
Humboldt-Bayer-Mobil
Quelle ↗Förderer: Andere inländische Stiftungen Zeitraum: 01/2016 - 12/2019 Projektleitung: Prof. Dr. Burkhard Priemer, Prof. Dr. Annette Upmeier zu Belzen
Humboldt Bayer Mobil - mit Schulen auf Expedition
Quelle ↗Förderer: Andere inländische Stiftungen Zeitraum: 01/2020 - 03/2021 Projektleitung: Prof. Dr. Annette Upmeier zu Belzen, Prof. Dr. Burkhard Priemer
Humboldt-Bayer-Mobil: Teilprojekt Physik
Quelle ↗Zeitraum: 07/2010 - 12/2015 Projektleitung: Prof. Dr. Burkhard Priemer
Humboldt Bayer Projekt 2021-2023 (Science Surfer, Arbeitstitel)
Quelle ↗Förderer: Andere inländische Stiftungen Zeitraum: 01/2021 - 12/2023 Projektleitung: Prof. Dr. Annette Upmeier zu Belzen, Prof. Dr. Burkhard Priemer
Humboldt Explorers, zweite Projektphase
Quelle ↗Förderer: Andere inländische Stiftungen Zeitraum: 01/2024 - 12/2026 Projektleitung: Prof. Dr. Annette Upmeier zu Belzen, Prof. Dr. Burkhard Priemer
Humboldt-ProMINT-Kolleg: Teilprojekt AG Physik
Quelle ↗Zeitraum: 08/2010 - 07/2016 Projektleitung: Prof. Dr. Burkhard Priemer
Humboldt-ProMINT-Kolleg: Teilprojekt Chemie
Quelle ↗Zeitraum: 08/2010 - 07/2016 Projektleitung: Prof. Dr. rer. nat. Rüdiger Tiemann, Prof. Dr. Annette Upmeier zu Belzen, Prof. Dr. Burkhard Priemer
Quantenkoffer
Quelle ↗Förderer: Andere inländische Stiftungen Zeitraum: 10/2020 - 12/2025 Projektleitung: Prof. Dr. Burkhard Priemer
Schülerlabore als Lehr-Lern-Labore
Quelle ↗Zeitraum: 10/2014 - 03/2018 Projektleitung: Prof. Dr. Burkhard Priemer
Mögliche Industrie-Partner10
Stand: 26.4.2026, 19:48:44 (Top-K=20, Min-Cosine=0.4)
- 33 Treffer62.8%
- The Pathway to Inquiry Based Science TeachingP62.8%
- The Pathway to Inquiry Based Science Teaching
- 35 Treffer62.8%
- The Pathway to Inquiry Based Science TeachingP62.8%
- The Pathway to Inquiry Based Science Teaching
- 33 Treffer62.8%
- The Pathway to Inquiry Based Science TeachingP62.8%
- The Pathway to Inquiry Based Science Teaching
- 36 Treffer62.8%
- The Pathway to Inquiry Based Science TeachingP62.8%
- The Pathway to Inquiry Based Science Teaching
- 33 Treffer62.8%
- The Pathway to Inquiry Based Science TeachingP62.8%
- The Pathway to Inquiry Based Science Teaching
- 27 Treffer59.0%
- Workshop Reliable Methods and Mathematical ModelingP59.0%
- Workshop Reliable Methods and Mathematical Modeling
- 34 Treffer58.5%
- EXC 1027: Bild Wissen Gestaltung. Ein Interdisziplinäres LaborP58.5%
- EXC 1027: Bild Wissen Gestaltung. Ein Interdisziplinäres Labor
- 10 Treffer57.9%
- Translation for Massive Open Online CoursesP57.9%
- Translation for Massive Open Online Courses
- 10 Treffer57.9%
- Translation for Massive Open Online CoursesP57.9%
- Translation for Massive Open Online Courses
- 11 Treffer57.9%
- Translation for Massive Open Online CoursesP57.9%
- Translation for Massive Open Online Courses
Publikationen25
Top 25 nach Zitationen — Quelle: OpenAlex (BAAI/bge-m3 embedded für Matching).
International Journal of Science and Mathematics Education · 26 Zitationen · DOI
Physical Review Physics Education Research · 20 Zitationen · DOI
In this study with 153 middle school students, we investigate the influence of the number of decimal places from the reading of a measurement device on students' decisions to change or keep an initial hypothesis about falling objects. Participants were divided into three groups, introduced to two experiments-the time it takes a free falling object with a zero, and a nonzero initial horizontal velocity to fall a certain distance-and asked to state a hypothesis that compares the falling times of the two experiments. We asked the participants whether they wanted to change or keep their initial hypothesis after they were provided with data sets. Members of each group were given the same number of measurements but with a different number of decimal places. Results show that for an increase in the number of decimal places, the number of participants switching from a false to a correct hypothesis decreases, and at the same time the number of students switching from a correct to a false hypothesis increases. These results indicate that showing more exact data to students-given through different resolutions of the measurement device-may hinder students' ability to compare data sets and may lead them to incorrect conclusions. We argue that this is due to students' lack of knowledge about measurement uncertainties and the concept of variance.
Lehr-Lern-Labore
201918 Zitationen · DOI
Pedocs (German Institute for International Educational Research) · 18 Zitationen · DOI
Im deutschen Sprachraum stehen Ansichten über die Entstehung, die Bedeutung und die Gültigkeit von Wissen in den Wissenschaften zunehmend im Zentrum didaktischer und psychologischer Forschung. Damit ist vielfach der Wunsch bzw. die Notwendigkeit verbunden, so genannte epistemologische Überzeugungen zu erheben. Dieser Beitrag gibt einen Überblick über grundsätzliche Verfahren der Erhebung und vorliegende deutschsprachige Instrumente: Dazu wird neben einer Begriffsklärung und zusammenfassenden allgemeinen Bemerkungen ausführlich auf verschiedene prinzipielle Methoden der Erfassung von epistemologischen Überzeugungen und deren Schwierigkeiten mit dem Schwerpunkt der Naturwissenschaften eingegangen. Darauf aufbauend werden die im deutschen Sprachraum verwendeten Verfahren vorgestellt, deren Ursprung in den Fachdidaktiken oder der Psychologie zu finden sind, und Desiderate weitergehender Forschung und Entwicklung benannt. (DIPF/Orig.)
Interessenförderung durch Schülerlaborbesuche - eine Zusammenfassung der Forschung in Deutschland
200817 Zitationen
In den letzten Jahren wurde eine grose Zahl von Schulerlaboren in Deutschland gegrundet. In diesen auserschulischen Lernorten arbeiten Schuler projektartig und experimentell an naturwissenschaftlichen Fragestellungen. Schulerlabore streben u. a. an, eine positive Einstellung zu Naturwissenschaften bei Schulern zu verankern und die naturwissenschaftliche Grundbildung zu verbessern. Die bislang vorliegenden Forschungsarbeiten zeichnen ein heterogenes Bild der Wirksamkeit dieser Lernorte. Der vorliegende Ubersichtsartikel fasst die Ziele von Schulerlaboren zusammen und prasentiert den Stand der Forschung in Deutschland in Hinblick auf die Forderung des Interesses an Naturwissenschaften. Ubergreifende Erkenntnisse werden herausgearbeitet und Folgerungen fur die Praxis aufgestellt. Darauf aufbauend werden die Defizite des bisherigen Forschungsstands aufgezeigt und an Desiderate fur zukunftige Arbeiten geknupft.
Disciplinary and Interdisciplinary Science Education Research · 16 Zitationen · DOI
Abstract Argumentation is crucial to fostering scientific reasoning and problem-solving in science education. However, researchers and teachers still report problems facilitating argumentation in the classroom. This may be influenced by the design of the corresponding professional development programs (PDPs) and the focus of the underlying research. To describe the state of the research regarding science teacher PDPs on facilitating argumentation, we systematically reviewed publications from the last 20 years in terms of their design, with selected low- and high-inference characteristics, for example, in terms of the addressed professional competence and the argumentation framework. The results illustrate a broad spectrum of teacher PDPs on argumentation in terms of formal-structural aspects (e.g., sample size) and interests (e.g., methodology). We found, for example, that pre-service teachers’ argumentation PDPs are less frequent than in-service teachers’ argumentation PDPs and that research rarely focuses on situation-specific competencies, such as professional vision or decision-making. Additionally, we report challenges in analyzing the argumentation framework and discuss possible reasons for this. We critically evaluate these and other findings, point to fruitful directions for further research and reviews, and inform practitioners of professional development of argumentation.
16 Zitationen · DOI
Physical Review Physics Education Research · 14 Zitationen · DOI
We report the findings of an empirical study that investigated whether the source of data-firsthand or secondhand data gained from lab work experiments-has an influence on students' learning outcomes. Results indicate that students' choice of a correct or incorrect hypothesis for a pendulum lab experiment on the influence of the mass of the bob on the time of oscillation does not depend on who the author of the data at hand is: the student themself, a peer, or a teacher. Further, students judge the importance of the data's author as relatively unimportant no matter what data source they have at hand. Thus, it seems fairly unimportant whether students use firsthand or secondhand data when the teaching focus is set on choosing a correct hypothesis in the light of empirical data, as long as students get enough information on how the data were generated and how they are analyzed and interpreted. This result is especially relevant for practitioners, as it shows that it is possible to use secondhand data for the purpose of evaluation and interpretation without significant distortions of epistemic learning processes.
Research in Science Education · 13 Zitationen · DOI
Abstract Justifications play a central role in argumentation, which is a core topic in school science education. This paper contributes to this field of research by presenting two studies in which we assess students’ justifications for supporting or rejecting hypotheses in the physics lab based on self-collected, anomalous experimental data, which are defined as data that contradict a prior belief, hypothesis, or concept. Study 1 analyzes the spectrum of possible justifications students give in semi-structured interviews and categorizes these into ten types: appeal to an authority , data as evidence , experimental competence (technical/skills) , experimental competence (self-concept) , ignorance, intuition , measurement uncertainties (explicit) , measurement uncertainties (implicit) , suitability of the experimental setup , and use of theoretical concepts . Study 2 presents a questionnaire suitable for medium- and large-scale assessments that probes students’ use of four of these types of justifications: appeal to an authority , data as evidence , intuition , and measurement uncertainties (explicit). The questionnaire can be administered in 5–10 minutes and is designed for students in the eighth and ninth grades. We outline the development and quality of the assessment tools of both studies, reporting on the content validity, factorial validity, discriminant validity, convergent validity, and reliability of the questionnaire. The two studies shed light on the various justifications students use when evaluating anomalous data at a fine-grained level.
Zeitschrift für Didaktik der Naturwissenschaften · 13 Zitationen · DOI
British Journal of Educational Technology · 10 Zitationen · DOI
Abstract The findings of two studies with students doing research with the Internet about topics in science are reported. The focus is on students’ methods of text production when using external web‐based information and their learning outcomes. In a first exploratory study, the computer‐based text production of 45 students was analysed using log files. Two types of students were identified with respect to the ways they used information obtained from the Web: Compilers usually copied text from web sources into their own essays. They lacked adequate cognitive processing of the collected information. Authors created original text and scored significantly higher in posttests. A follow‐up study with 133 students verified parts of the hypothesis that writing with external sources of information has epistemic effects. However, students with basic writing skills and little prior knowledge benefited most from writing tasks.
Der Verlauf von lehrbezogenen Selbstwirksamkeitserwartungen angehender MINT-Lehrkräfte im Studium
2020Zeitschrift für Pädagogische Psychologie · 9 Zitationen · DOI
Zusammenfassung. Selbstwirksamkeitserwartungen (SWE) gelten als zentrale Komponente der Motivation von Lehrkräften und sind ein wichtiger Aspekt in der Entwicklung einer professionellen Kompetenz. Bisherige Studien zeigen aufgrund verschiedener Zielgruppen, unterschiedlicher Domänen und variierender SWE-Konstrukte divergente Befunde bzgl. der Entwicklung von lehrbezogenen SWE im Verlauf des Studiums sowie bzgl. des Einflusses von Praxisphasen. Um zu differenzierten Aussagen zu kommen, wurden zwei Erhebungen durchgeführt, die 1. ausschließlich Studentinnen und Studenten eines Lehramts rekrutierten, 2. mit MINT-Fächern die Domänen eingrenzten und 3. auf lehrbezogene SWE hinsichtlich Planung, Durchführung und Reflexion von Lernsequenzen fokussierten. In einem Querschnitt mit N = 1165 Testpersonen von sechs Hochschulen konnten wir zeigen, dass sich die lehrbezogenen SWE als recht stabil im Verlauf des Studiums erweisen und dass Praxiselemente einen geringen Einfluss haben. Ein realer Längsschnitt mit einer Teilstichprobe von N = 47 Testpersonen zeigte jedoch positive signifikante Effekte der SWE bzgl. Planung, Durchführung und Reflexion von Lehr-Lern-Situationen in einer Prä-Post-Erhebung vor bzw. nach einem Seminar mit Praxisphasen. Dabei scheinen sich Praxiselemente – wenn sie von den Studentinnen und Studenten mit konkreten Situationen in Verbindung gebracht werden und durch ein konstruktives Feedback begleitet sind – positiv auf die SWE auszuwirken. Beziehen sich die SWE eher auf abstrakte und nicht unmittelbar mit einer Situation verbundene Erfahrungen, bleiben diese offenbar konstant.
Physics Education · 9 Zitationen · DOI
Abstract Research shows that energy is a concept that is difficult to understand despite different teaching approaches existing. One of the problems is seen in its rather abstract definition. In contrast, we present an approach that activates students’ everyday life experiences and uses these to develop a scientific understanding by introducing energy as a basic observable that can be measured directly. We start by discussing the gravitational potential energy of an object near the surface of earth. The fundamental principles behind this approach can be extended to all forms of energy (thermal, kinetic etc) and other basic observables in classical and relativistic mechanics.
MedienPädagogik Zeitschrift für Theorie und Praxis der Medienbildung · 8 Zitationen · DOI
Die Aufzeichnung der Computernutzung in automatisch generierten elektronischen Protokollen – so genannten Logfiles – entwickelt sich zu einer zunehmend genutzten Erfassungsmethode bei Untersuchungen der Interaktion zwischen Mensch und Computer. Dieser Beitrag bietet einen einführenden Überblick über Verfahren der Logfile-Aufzeichnung und der Analyse der Daten. Neben einer Erläuterung der Begrifflichkeiten werden sowohl Vor- und Nachteile von Logfile-Auswertungen als auch grundlegende Methoden, mathematische Beschreibungen des Nutzerverhaltens und Ansätze der Typisierung von Nutzeraktivitäten dargestellt.
7 Zitationen
Viele Schulerlabore sind mit dem Ziel eingerichtet worden, das Interesse junger Menschen an Naturwissenschaften zu steigern. Studien zeigen jedoch, dass bei vereinzelten Schulerlaborbesuchen uberwiegend nur kurzfristige Effekte erreicht werden. Die vorgestellte explorative Studie untersuchte vor diesem Hintergrund die Wirksamkeit mehrfacher Schulerlaborbesuche auf die Interessenentwicklung. Dazu wurde der Verlauf der emotionalen, wertbezogenen und epistemischen Komponente des aktuellen Interesses von Achtklasslern zu funf Messzeitpunkten bei drei Schulerlaborbesuchen in einem Schulhalbjahr erhoben. Weiterhin wurde untersucht, ob eine curriculare Einbindung der Schulerlaborbesuche in den Unterricht zu Unterschieden in der Interessenentwicklung fuhrt. Wahrend sich ahnliche Verlaufe in der emotionalen und der wertbezogenen Komponente mit und ohne inhaltlicher Verknupfung zeigten, ergaben sich Differenzen im Interesse an den Inhalten. In der Gruppe ohne explizite Einbindung des Schulerlaborbesuchs in den Schulunterricht stieg die epistemische Komponente des aktuellen Interesses nach Besuchen signifikant an, fiel aber nach mehreren Wochen wieder ab. Die Vergleichsgruppe zeigte hingegen einen konstanten Verlauf auf hoherem Niveau. Dieses Ergebnis gibt Anlass zu der Hypothese, dass eine engere Anbindung der Besuche auserschulischer Lernorte an den Unterricht in der Schule das aktuelle Interesse an naturwissenschaftlichen Themen stabilisieren kann.
International Journal of Physics & Chemistry Education · 5 Zitationen · DOI
Interpreting experimental data in high school experiments can be a difficult task for students, especially when there is large variation in the data. At the same time, calculating the standard deviation poses a challenge for students. In this article, we look at alternative uncertainty measures to describe the variation in data sets. A comparison is done in terms of mathematical complexity and statistical quality. The determination of mathematical complexity is based on different mathematics curricula. The statistical quality is determined using a Monte Carlo simulation in which these uncertainty measures are compared to the standard deviation. Results indicate that an increase in complexity goes hand in hand with quality. Additionally, we propose a sequence of these uncertainty measures with increasing mathematical complexity and increasing quality. As such, this work provides a theoretical background to implement uncertainty measures suitable for different educational levels.
Education Sciences · 5 Zitationen · DOI
What are the structural characteristics of written scientific explanations that make them good? This is often difficult to measure. One approach to describing and analyzing structures is to employ network theory. With this research, we aim to describe the elementary structure of written explanations, their qualities, and the differences between those made by experts and students. We do this by converting written explanations into networks called element maps and measure their characteristics: size, the ratio of diameter to size, and betweenness centrality. Our results indicate that experts give longer explanations with more intertwinement, organized around a few central key elements. Students’ explanations vary widely in size, are less intertwined, and often lack a focus around key elements. We have successfully identified and quantified the characteristics that can be a starting point for guiding students towards generating expert-like written explanations.
Physics Education · 5 Zitationen · DOI
In this paper we present a novel approach to teach kinetic energy as an observable and measurable concept. The fundamental principles have been outlined for gravitational potential energy in an earlier work, that we extend here. By accelerating or decelerating bodies with springs we begin, in a first step, with a direct comparison method for kinetic energies. A second step addresses the quantification of kinetic energy by introducing reference units. Third, we construct a mechanical calorimeter that generates these countable energy portions. And finally, in a fourth step, a quantitative description leads to the fundamental equation, that relates kinetic energy to velocity and mass. We highlight the concept by giving examples that were used and evaluated in high school physics classes.
Physical Review Physics Education Research · 4 Zitationen · DOI
Data comparison problems are used in teaching and science education research that focuses on students’ ability to compare datasets and their conceptual understanding of measurement uncertainties. However, the evaluation of students’ decisions in these problems can pose a problem: e.g., students making a correct decision for the wrong reasons. Three previous studies, that share the same context and data comparison problem but where participants had increasing conceptual knowledge of measurement uncertainties, are revisited. The comparison shows a troublesome result: increasing conceptual knowledge does not lead to better decision making in the data comparison problem. In this research, we have looked into this apparent discrepancy by comparing and reanalyzing the data from these three studies. We have analyzed students’ justifications by coding them based on the compared quantity and the deciding criterion, giving a highly detailed insight into what they do when comparing the datasets. The results show clear differences in the quality of the justifications across the studies and by combining the results with the decisions, we could successfully identify four cases of correct and incorrect decisions for right or wrong reasons. This analysis showed a high prevalence of correct decisions for wrong reasons in two of the studies, resolving the discrepancy in the initial comparison of these studies. The implication of our analysis is that simply asking students to make a decision in data comparison problems is not a suitable probe to gauge their ability to compare datasets or their conceptual understanding of measurement uncertainties and a probe like this should always be complemented by an analysis of the justification. Published by the American Physical Society 2024
4 Zitationen · DOI
Physics Education · 3 Zitationen · DOI
Abstract Although Joule’s experiment on the mechanical equivalent of heat is well known and discussed in many introductory physics courses and textbooks, we are not aware of any version of this experiment that can be set up by lecturers or teachers using standard laboratory equipment. To fill this gap, we present a setup quite similar to Joule’s original experiment and show what kind of quantitative results can be obtained with it. It will be shown that temperature control is a major challenge, making Joule’s work even more impressive.
Physical Review Physics Education Research · 3 Zitationen · DOI
Students at all levels of education experience difficulties with the concepts of measurement uncertainties. One task that includes concepts of measurement uncertainties is a data comparison problem where students decide whether two datasets are in agreement or not—an authentic scientific practice. To aid students with these concepts and tasks, sensitive instruments are needed that probe students’ understanding and track their progress. We present a tool in the form of a coding manual that analyzes students’ written justifications for such a data comparison problem. With this coding manual, justifications are coded based on the quantity that is compared and the deciding criterion in this comparison. Our coding manual was used in the evaluation of a digital learning environment (DLE). In this evaluation, 154 participants (aged 14–17 years) wrote a justification for a data comparison problem before and after going through the DLE. These participants were randomly assigned to one of three groups where each group was taught an increased amount of concepts regarding measurement uncertainties. By analyzing the participants’ justifications with our coding manual, we could probe their ability to compare datasets on a fine-grained level. The sensitivity of our tool was illustrated by the increase in higher quality codes with the increased conceptual teaching between the three groups. We argue that our tool for coding justifications can be applied to any data comparison problem giving detailed information about what data analysis methods students use and how they reach their conclusion and thus contributes to the research on students’ understanding of measurement uncertainties.
Physics Education · 3 Zitationen · DOI
Abstract In this lab activity, carbon copy paper is used to record the horizontal distance a marble flies off a table after rolling down an incline. The minimal scatter of the dots visually shows the high precision—i.e. the small uncertainty—of the measurements to students. The theoretical prediction of this distance will be too big if students forget to include rotational energy in the energy balance when they calculate the marble’s speed at the bottom of the incline. This results in a discrepancy between the predicted horizontal distance and the measurement result. The precision of the experiment and the absence of overlap with the theoretical prediction is evidence that the prediction has to be wrong. Including rotational energy and taking a 10% energy loss due to friction into account, makes the measurement result overlap with the theoretical prediction, bringing them into agreement. Thus, measurement uncertainties guide the process of comparing the measurement result with the prediction: overlap between the theory-based prediction and the measurement result indicates agreement, whereas no overlap implies discrepancy. The lab activity presented here is an activity where measurement uncertainties are used in a meaningful, indispensable manner. The experimental result is evidence that forces students to rethink their assumptions, in this case about the conservation of energy. This leads to the revision of their calculation, emphasizing the necessity to include rotational energy and friction. Without it, the highly precise measurement result is in disagreement with the theoretical prediction. A procedure such as this—comparing empirical data with theory—is an authentic and common practice in science and should thus find its way into the physics classroom; but it cannot be done without an analysis of measurement uncertainties.
Challenges in physics education · 3 Zitationen · DOI
Physics Education · 3 Zitationen · DOI
We demonstrate how the form of a plano-convex lens and a derivation of the thin lens equation can be understood through simple physical considerations. The basic principle is the extension of the pinhole camera using additional holes. The resulting images are brought into coincidence through the deflection of light with an arrangement of prisms. This contribution describes this approach in detail and gives an illustrative experiment.
Kooperationen8
Bestätigte Forscher↔Partner-Paare aus HU-FIS — Gold-Standard-Positive für das Matching.
BeMINT
other
Digitalisierungsbezogene und digital gestützte Professionalisierung von MIN-Lehrkräften
university
Digitalisierungsbezogene und digital gestützte Professionalisierung von MIN-Lehrkräften
other
Digitalisierungsbezogene und digital gestützte Professionalisierung von MIN-Lehrkräften
university
BeMINT
university
Digitalisierungsbezogene und digital gestützte Professionalisierung von MIN-Lehrkräften
university
Digitalisierungsbezogene und digital gestützte Professionalisierung von MIN-Lehrkräften
university
Digitalisierungsbezogene und digital gestützte Professionalisierung von MIN-Lehrkräften
university
Stammdaten
Identität, Organisation und Kontakt aus HU-FIS.
- Name
- Prof. Dr. Burkhard Priemer
- Titel
- Prof. Dr.
- Fakultät
- Mathematisch-Naturwissenschaftliche Fakultät
- Institut
- Institut für Physik
- Arbeitsgruppe
- Didaktik der Physik
- Telefon
- +49 30 2093-82090
- HU-FIS-Profil
- Quelle ↗
- Zuletzt gescrapt
- 26.4.2026, 01:10:37