Subjects

Since August 1, 2010, Dr. Katja Feigenspan has been the head of the Biology Didactics research group. Her research and teaching focus on fostering an adequate and fundamental understanding of science, addressing interdisciplinary aspects of biology instruction, implementing competency-based approaches, and engaging with students’ preconceptions.

Our research focuses on implementing interdisciplinary tasks in biology education, such as bioethics, ethical evaluation skills, and education for sustainable development, as well as on meaningful integration of out-of-school learning environments and student laboratories. Another key area is investigating the effectiveness of combining subject-specific and language learning during experimentation in biology lessons.

In the teacher education program, students receive a comprehensive, modern, and practice-oriented scientific training to become biology teachers. Prospective teachers are trained to plan and justify instructional approaches that promote students’ conceptual and foundational understanding of biology and enable them to independently apply the characteristic ways of thinking and working in the discipline. Core aspects of biology teaching, such as working with living specimens and models, the culture of assignments in biology classes, and addressing student conceptions, are emphasized alongside current challenges, including implementing language-conscious biology instruction and integrating digital media.

Engagement with biology didactics research and its implications for classroom teaching is central. Additionally, it is particularly important that teacher candidates gain early practical teaching experience with students, reflect on it, embed experiments and other scientific inquiry methods appropriately into lessons, and become familiar with selected out-of-school learning environments and external experts.

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At the Chair of Chemistry Didactics at FAU, we combine empirical, chemistry-related teaching and learning research with practice-oriented instruction. Generally, we are interested in how chemistry-related learning opportunities can be designed to foster successful learning processes in students and what role individual learning prerequisites play. For example, we investigate how chemistry-related visualizations can be meaningfully embedded in learning opportunities and which competencies learners should possess to benefit from them. In doing so, we often link our core research interests with established instructional concepts, such as context-based learning and the use of digital media.

Our student laboratory and the Chemistry Teacher Training Center are important institutions for supporting the transfer of research findings into school practice. Additionally, we offer out-of-school learning opportunities and enjoy engaging with students and teachers from the region.

We are actively involved in chemistry teacher education and assist students in developing the necessary competencies to confidently plan, implement, and evaluate independent chemistry or chemistry-related lessons across different school types. To achieve this, we introduce students in various degree programs to the fundamentals of subject didactics early on. These foundations are continuously deepened, including through laboratory-based courses. Research-oriented offerings complement our teaching program and provide students with early insights into chemistry-related teaching and learning research.

Visit the chair’s Website, to find more information about offerings and current research and teaching projects.

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Since October 1, 2014, the Chair of Didactics of German as a Second Language has been held by Prof. Dr. Michalak. The research focuses on second language acquisition and didactics, language support for children and adults with a migration background, and teaching and learning processes in German as a second language. Through close collaboration with, among others, the Didactics of Biology, History Didactics, Music Education, and the Junior Professorship for Modern German Literature with a focus on Children’s and Youth Literature, research is conducted on language-conscious subject teaching, models of language development in subject instruction, and cross-disciplinary language support, which is also conveyed in seminars. Additionally, the chair organizes and supervises numerous opportunities to transfer research into practice, for example in summer camps or language support projects.

Preparing teacher education students for school practice is another essential task at the chair. Through innovative teaching and learning formats, theory-practice seminars, and tandem seminars with other subject didactics, all school types can be reached, and key aspects of teacher professionalism are imparted.

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The Chair of Foreign Language Didactics with a focus on English Didactics is responsible for teaching in all teacher education programs in the areas of English language didactics as well as the didactics of English-speaking culture and literature. The chair is involved in the Master’s programs in English Studies and Linguistics and oversees didactic courses in French, Spanish, and Italian.

In research, the chair addresses questions such as under which conditions multilingualism can be most effectively promoted both within educational and care institutions and independently of such institutions. The research focuses primarily on the following areas: bilingual care and bilingual instruction in kindergartens, primary schools, and secondary schools; first and second language acquisition; early foreign language learning; and the use of media in foreign language instruction.

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Geography didactics research, as well as the university education and professional development of geography teachers, constitute the central focus areas of the Chair of Geography Didactics.

In the field of geography didactics research, the chair focuses on empirical teaching and learning research alongside conceptual work. For example, research addresses students’ prior knowledge in geographical content, concepts, and methods; the use of digital (geo-)media in geography lessons; and inclusion in geography instruction.

In the area of geography didactics education, the chair is responsible for the geography didactics components of teacher education programs for primary, middle, secondary, and high schools. The didactic training follows a cumulative, interconnected approach that includes foundational, advanced, and research-oriented courses, integrating practice phases guided by geography didactics as an essential part of the program. In line with linking research and teaching, the chair’s research priorities are also reflected in its teaching.

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At the chair, a dedicated team trains future religious education teachers for primary, middle, and secondary schools, as well as for vocational schools and (in Erlangen) high schools. A central focus is the integration of theory/research and practice, which is why, for example, the subject-didactic school internship is considered a crucial interface in teacher training, and connections to the second and third phases of teacher education (traineeships, professional development) are maintained. Close contact and exchange with students is important to us and is fostered, for instance, through block seminars, excursions, and similar activities.

Since 2008, Prof. Dr. Manfred L. Pirner has headed the Chair of Religious Education and Didactics of Protestant Religious Instruction.

The work and research focuses, combining empirical and theoretical-hermeneutic approaches, include:

• Public Theology and Public Religious Education (with a focus on human rights, education, and religion)
• Religiosity and Teacher Professionalism
• School Development and Evaluation at Christian-Sponsored Schools
• Interreligious and Intercultural Education
• Digital Media, Religion, and Education
• Bilingual Religious Education

Special features of the chair include the Research Unit for Public Religion and Education (RUPRE), the Competence Center for School Development and Evaluation, and the regularly held international, interreligious, and interdisciplinary conferences “Nürnberger Forum.” Prof. Pirner is also a founding member of the Centre for Human Rights Erlangen–Nuremberg (CHREN) at FAU.

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Economic education is becoming increasingly important in an increasingly complex economic world and is essential for acting competently and responsibly in economically shaped life situations (e.g., consumer decisions, investment behavior, career orientation, economic-political engagement). In Bavaria’s general education schools, the subjects “Economics and Careers” in middle schools and “Economics and Law” in secondary and high schools convey these competencies. Our subject-didactic teaching program focuses on the corresponding teacher education programs, linking theoretical foundations with practical applications. Digital media offerings support the program, and participant-engaging elements, including at out-of-school learning sites, complement and round off the courses.

Our research interests include preconceptions, cognitive activation, media and methods, as well as systems thinking. Currently, we are also investigating computer games in the domain of economic education.

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