Fostering experimental competences of prospective physics teachers

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Abstract
Physics teachers are often faced with the challenge of having to set up difficult experiments, or they have to consciously manipulate parameters in order to be able to demonstrate a phenomenon convincingly. Comprehensive laboratory courses are standard procedure in any study program for prospective physics teachers. However, many students, even after completing standard laboratory courses, show difficulties in standard experimental situations, such as measuring an electric current. We report on a new seminar concept for students in physics teacher study programs. This concept is based on the current state of research in physics education, on the teachers’ professional competences, and on the modelling of experimental competence, justifying its embedding in teacher training. We present first results of a pilot study carried out to evaluate the seminar.

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