ORIGINAL RESEARCH article
Front. Educ.
Sec. STEM Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1641893
This article is part of the Research TopicBridging Barriers: Technology Integration in Mathematics EducationView all articles
Spiral-curricular blended learning for the mathematical methods in physics education -A cross-modular interactive course
Provisionally accepted
- Leipzig University, Leipzig, Germany
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A research based concept for the mathematics education of physics teacher trainees is introduced, which integrates mathematical methods seminars in the experimental physics courses of the first two semesters. This article reports on the implementation and evaluation of a spiralcurricular blended learning approach for the mathematical methods seminars, which is based on design criteria for digital teaching-learning sequences. Evaluations of the course quality show a high level of student satisfaction with the materials, especially with the interactive videos. The interactivity was found to be a central criterion for the quality of the explanatory videos. Surveys on the learning progress for the topics complex numbers and differential equations revealed good to very good test results. Detailed investigations on paired samples showed that knowledge was consolidated, resulting in a trend to a narrower and higher test score distributions with ongoing duration of the course.
Keywords: flipped classroom, mathematical methods, self-regulated learning, interactive explanatory videos, Active Learning, higher education in physics
Received: 11 Jun 2025; Accepted: 17 Jul 2025.
Copyright: © 2025 Kämpf, Bauer and Frank. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Stallmach Frank, Leipzig University, Leipzig, Germany
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