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<p>Innovations in chemistry teaching are considered a&#xa0;key link between current scientific and technological developments and school education. In order for these innovations to be successfully incorporated into school practice, they must be anchored in the curriculum, prepared in a&#xa0;practical manner, and meet the needs of teachers. Against this background, this exploratory study examines how chemistry teachers in Rhineland-Palatinate integrate innovations from industry and research into their teaching and what requirements they place on corresponding but also general teaching concepts. About half of the respondents already use content such as hydrogen technology, batteries, polymers, or nanomaterials, especially in upper secondary education Teaching concepts are rarely adopted in their entirety, but mainly serve as inspiration. Individual elements such as illustrations, worksheets, or experiments are particularly popular because they are easy to integrate into lessons. When it comes to general teaching concepts, teachers value curriculum orientation and subject relevance for the Abitur (German university entrance qualification), while for innovative topics they value topicality, learner orientation, and sound scientific information. It is clear that professional experience has an influence on how teaching concepts are used.</p>

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Unterrichtskonzeptionen (zu Innovationen aus Industrie und Forschung) im Chemieunterricht: Eine Lehrkräftebefragung zur Nutzung, Umsetzung und Anforderungen

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月4日

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  • Annabel Pauly,
  • Simona Kopp

摘要

Innovations in chemistry teaching are considered a key link between current scientific and technological developments and school education. In order for these innovations to be successfully incorporated into school practice, they must be anchored in the curriculum, prepared in a practical manner, and meet the needs of teachers. Against this background, this exploratory study examines how chemistry teachers in Rhineland-Palatinate integrate innovations from industry and research into their teaching and what requirements they place on corresponding but also general teaching concepts. About half of the respondents already use content such as hydrogen technology, batteries, polymers, or nanomaterials, especially in upper secondary education Teaching concepts are rarely adopted in their entirety, but mainly serve as inspiration. Individual elements such as illustrations, worksheets, or experiments are particularly popular because they are easy to integrate into lessons. When it comes to general teaching concepts, teachers value curriculum orientation and subject relevance for the Abitur (German university entrance qualification), while for innovative topics they value topicality, learner orientation, and sound scientific information. It is clear that professional experience has an influence on how teaching concepts are used.