Das Kupfer-Problem 2.0.: Untersuchung der Schülervorstellungen zur Oxidation von Kupfer

In science education, students’ conceptions regarding central concepts are an important starting point for the development of learning sequences. For example, students’ preconceptions can be formulated as hypotheses that can be proved by experiments. In an intervention study, hypotheses and experimental designs regarding the copper-problem described by Hadfield 1 were collected and analyzed. The following article presents, which hypotheses regarding the black surface on the heated copper were formulated by the students, which of these hypotheses were proved in an experimental design and which quality the experimental designs had. The results point out that the students only prove specific hypotheses and that the experimental designs show a higher quality if the hypotheses are formulated on a lower conceptual level.