Summary

deutsch

In the past few years I was confronted with an increasing gap between the reality of physic instruction at schools and the statements of physic teachers on the one hand and my personal understanding as a teacher on the other. The picture of a (presumably) good physic lesson as painted in publications on physics instruction was not in agreement with my own perception of a good school. Therefore, I had increasing difficulties as a teacher of a discipline whose present form I considered questionable and even contraproductive.

With the presetn book „New thoughts on physic instruction" I try to find an answer to the question: which tasks should be give to the physic instruction in the general school system. In accordance with the thoughts of Hartmut von Hentig to „rethink (the) school (system) I try to give a „ zornige but not eifernde, a radical but not utopic answer. I place children, adolescens and democracy into the centre of my thinking and vehemently oppose the demands of various social groups have towards the school.

The central thesis (theme) of the book is that the overriduing task of the school must be the strenthening of the individual and democracy. This task has to be accepted by (fulfilled by) physic teachers and researcher in instructional design. In order to do this there is a need to clarify what kind of education should be aimed for), what influences and directs childhood and adolescens of the younger generation and what should we understand under physics.

The book is structured into 5 chapters. Chapter 1 introduces into the the topic, shows the line of action, defines terms and the understanding of science. It also presents my basic thoughts on the fields connected with physic lessons and defines the general task of the school.

The following three chapters clarify the background which is needed to develop a theory that defines the goals of physic lessons.

In part II the ideas of the author concerning education are presented. In accordance with the ideas of v.Henting education has to be linked to six demands. (These are disgust and repulse of inhumanity, perception of happyness, the ability and will to communicate, sense of self responsibility and responsibility for society)

Part III deals with descriptive education, in the sense of socialisation (social behaviour) of children and adolescens. Five main factors of of childhood and adolescens are differentiated and described („family", „perception of space and time", leisure behaviour", „children and adolescens and adult society", consequences of childhood" and „youth today"). Childhood and adolescens is considered under a great variety of aspects.

In Part !V I deal with the question: what is physics? Six aspects of physics are differentiated (history of physics, physics and natural sciences, structure of physics, the scientific findings in physics, the physicist, the implications of physics) and dealt with in 71 sections. It is only in its entirety that (the concept of) physics can be understood by the student (and teacher).

The three main Chapters (!! to !V) form the basis on which the theory to achieve the envisaged goals of the physic instruction are based (Satz recht umständlich und schwer zu übersetzen!!) In order to underline the fundamental character of these chapters each stands on its own. Presscriptive and descriptive education and physics are dealt with and explained without reference to the general aims of the book (das klingt nicht gut ich würde das weglassen). These chapters can be read as generel introductions into the relevant topics independant from the main concern of the book.

In the final chapter V a theory to achieve the envisaged goals of physic instruction is developed (das wurde schon im vorherigen Abschnitt gesagt). It is demonstrated how far the present instructional design in physics takes up the topics prescriptive and descriptive education and physics and which consequences are drawn for physics instruction instructional design and for instruction of teachers. This is followed by a statement of arguments for integrated lessons in natural sciences. The chapter concludes with an outlook on the prospects to develop a general theory on physics instruction.

The book contains a diagram which illustrates the interralationsship of different elements of the theory.

I do hope that I have succeeded in convincing students education and ongoing teacher who have chosen physics that a reflection (rethinking) of (the role of the) school in general and physics lessons in particular is urgently needed. The restructuring of our schools in the direction of greater autonomy that has started recently and will continue with increasing speed greater in the years to come will open great opportunities for a „new school" if we want it. That we must do it is without question.

I hope that with this book experienced teachers, who accept the necessity of a „new thinking" will have at their disposal (in their hands) a concept with which they can identfy.

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