Anhang Teil 1 - 4

In addition to sharing scientific knowledge and conducting experiments, a key aspect of science education is the authentic mediation of science. Hence, student laboratories in close proximity to research institutes are a suitable learning environment as out-of-school learning environments. Teachers and their classes most often visit student laboratories for one day. On that day the students carry out scientific experiments guided by experts (mostly student teachers) in small groups. This also applies for the student laboratory program klick! of the Kieler Forschungswerkstatt at Kiel University. The experiments in the klick! laboratory were developed in reference to current research and in cooperation with researchers of the collaborative research centre (CRC) 677 “function by switching”. Even before the presented dissertation, the klick! laboratory was designed to present current research as authentically as possible. Therefore, the aim of this dissertation project was to promote the perception of authentic science through the use of additional opportunities to experience real science. This was achieved by examining factors influencing the perception as authentic insights into science. The results were presented in five publications. A new experiment from the field of theoretical chemistry was developed for this purpose, in which the students can answer a current research question by computer with the help of molecule simulations (Publication 1). In addition to experiments, simulations such as these are another important building block in the acquisition of scientific knowledge, which is why this area should also be taught to students. Moreover, videos, also in cooperation with researchers from the SFB 677, were conceived as insights into their current research and integrated into the klick! student laboratory program. Prior to the video production students as well as scientists where interviewed regarding their assessments of the typical aspects of the work in science. Here, the RIASEC+N model, as adapted by Dierks et al. (2014) was used (Publication 2). The results show that the students particularly underestimate the importance of creative, artistic and social scientific activities. The videos with integrated RIASEC+N aspects, thematically apt and as introduction into the respective experiments, where then planned and produced (Publication 3). Students are thus able to experience how scientists work on these topics with similar or identical materials before starting their own experiments in the student laboratory. After the videos were produced they were embedded into the stations of the klick! laboratory and validated through an interview- and think-aloud-study (Publication 3). Students were found to perceive aspects of all RIASEC+N dimensions while watching the videos. An evaluation study in a control group design was conducted to conclusively measure the impact of the videos. Therefore, 14 school classes from grades 10 to 13 were interviewed to assess the understanding of science and the perceived authenticity. For this, the RIASEC+N model was used again on the one hand, and a dimension of Schmidt et al. (2011) on the perceived authenticity on the other (Publication 4). The results show that both the students’ perception of authenticity and their understanding of science could be fostered by the videos.



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