Basaler Erlebnis-Unterricht für das Fach Physik
Die Geschichten sind als Bausteine und Ideenbörse angelegt. Die einzelnen Elemente können flexibel an die verfügbare Zeit und die Bedürfnisse der Schülerinnen und Schüler angepasst werden. Aus einer Geschichte können mehrere Unterrichtsstunden entstehen.
Wichtig: Die Geschichten werden nicht abgelesen, sondern frei erzählt. Sie dienen vor allem als Stimmungs- und Handlungsrahmen für den Unterricht.
Aufbau der Geschichten
Die Geschichten beginnen je nach Thema beispielsweise mit einem Film, dem beschriebenen Wetter oder einer thematischen Einführung. Anschließend folgen die Experimente und Wahrnehmungsangebote, die in die Geschichte eingebunden sind.
Am Ende verabschiedet Louis die Schülerinnen und Schüler.
Bei der Durchführung sind die Richtlinien zur Sicherheit im Unterricht an allgemeinbildenden Schulen in Nordrhein-Westfalen (RISU-NRW) in der jeweils aktuellen Fassung zu beachten.
*1) Unterrichtsvorgaben für den zieldifferenten Bildungsgang Geistige Entwicklung an allen Lernorten in Nordrhein-Westfalen – Aufgabenfeld Naturwissenschaftlicher Unterricht (Biologie, Chemie, Physik)
*2) Beispiel für einen schulinternen Lehrplan für eine Förderschule mit dem Schwerpunkt Geistige Entwicklung – Fach Physik im Aufgabenfeld Naturwissenschaftlicher Unterricht kürzer formuliert
Hier ist eine gekürzte und zusammengeführte Fassung, bei der die Bilderbuchreihe und der Basale-Erlebnis-Unterricht – Stationen klar voneinander abgegrenzt werden:
Excerpts from the teaching guidelines for the goal-differentiated educational program Intellectual Development
The subject of physics in the field of science education
"Our reality in the natural and man-made environment unfolds along scientific rules and laws that have occupied people since recent times and will continue to do so. Thus, successive and increasingly differentiated scientific discoveries are inextricably linked to the cultural and social development of humanity. On the one hand, scientific discoveries and cognitive processes form the basis for our understanding of the world; on the other hand, developments and inventions in biology, chemistry, and physics shape our way of life and living environment. Against this background, it becomes clear that participation in our world shaped by the natural sciences must be made possible through scientific education." (Page 10, 1*)
"Content areas of physics offer opportunities for exploring related careers and fields of work. Especially with a view to the vocational practice level in the goal-differentiated intellectual development program, the opportunity for career and work exploration should be created in harmony with the thematic lesson planning as well as the individual interests and prerequisites of the learners." (Page 98, *1)
“The task area contributes to the development of elementary biological, chemical and physical education in the goal-differentiated educational program of intellectual development.
Through diverse insights into related career and work fields and through support in their personal development, they are prepared to make self-determined and responsible decisions regarding their own life planning. The lessons create opportunities for active engagement with their immediate environment. This also occurs through the use of digital tools and media. (Page 7, *2)
"In physics classes, natural and technical phenomena and their interrelationships are investigated. A phenomenological approach enables natural and technical phenomena close to everyday life to be individually perceived and described." The lessons support students in exploring questions and answering them both qualitatively and quantitatively with the help of simple experiments in the spirit of the scientific method of gaining knowledge (planning, conducting, observing, interpreting).
"The subject content will be assessed for its relevance to the individual student's everyday life. With the goal of maximizing active participation, the use of assistive technologies (Glossary) to compensate for disability-related limitations should be individually assessed." (Page 13, *1)
Dealing with basic mechanical laws enables students to use tools appropriately, economically and in a goal-oriented manner.
A hands-on exploration of permanent magnets enables students to take a hands-on and exploratory approach to gaining scientific knowledge. (*1, page 99)
Referring to the section of the NRW teaching guidelines for the subject area “Science Education”, physics, it is important that the pupils experience the teaching content at the basic level.