Philipp Bitzenbauer

Prof. Dr. Philipp Bitzenbauer

Physikalisches Institut
Physics Education (Prof. Dr. Meyn)

Email: philipp.bitzenbauer@uni-leipzig.de
Website: http://www.didaktik.physik.uni-erlangen.de/

Posts

Publications

Bitzenbauer P., Dandl K., Tóth K.:
From simulation to experiment: Using KiCad to design electric circuits in the physics classroom
In: Eurasia Journal of Mathematics, Science and Technology Education 20 (2024), Article No.: em2510
ISSN: 1305-8215
DOI: 10.29333/ejmste/15176
Bitzenbauer P., Hennig F., Förster M., Tóth K.:
A new teaching-learning sequence to promote secondary school students' learning of quantum physics using Dirac notation
In: Physics Education 59 (2024), Article No.: 045007
ISSN: 0031-9120
DOI: 10.1088/1361-6552/ad353d
Bitzenbauer P., Hennig F., Tóth K., Joaquin M. V.:
Mathematical sense making of quantum phenomena using Dirac notation: its effect on secondary school students functional thinking about photons
In: EPJ Quantum Technology 11 (2024), Article No.: 61
ISSN: 2196-0763
DOI: 10.1140/epjqt/s40507-024-00274-6
Bitzenbauer P., Merzel A., Krijtenburg-Lewerissa K., Stadermann K., Andreotti E., Anttila D., Bondani M., Chiofalo ML., Faletič S., Frans R., Goorney S., Greinert F., Jurčić L., Koupilová Z., Malgieri M., Müller R., Onorato P., Pospiech G., Ubben M., Woitzik A., Pol H.:
The core of secondary level quantum education: a multi-stakeholder perspective
In: EPJ Quantum Technology 11 (2024), Article No.: 27
ISSN: 2196-0763
DOI: 10.1140/epjqt/s40507-024-00237-x
Bitzenbauer P., Tóth K., Michelini M.:
Exploring the effect of a phenomenological teaching-learning sequence on lower secondary school students' views of light polarisation
In: Physics Education 59 (2024), Article No.: 035009
ISSN: 0031-9120
DOI: 10.1088/1361-6552/ad2b9f
Bitzenbauer P., Tóth K., Michelini M.:
From light polarization to quantum physics: Supporting lower secondary school students’ transition from gestalt to functional thinking
In: Eurasia Journal of Mathematics, Science and Technology Education 20 (2024), Article No.: em2449
ISSN: 1305-8215
DOI: 10.29333/ejmste/14587
Bitzenbauer P., Veith JM., Girnat B., Winkler B., Becker E., Becher R.:
How do pre-service teachers view Galois theory? A questionnaire study
In: Eurasia Journal of Mathematics, Science and Technology Education 20 (2024), Article No.: em2389
ISSN: 1305-8215
DOI: 10.29333/ejmste/14120
Brang M., Franke H., Greinert F., Ubben MS., Hennig F., Bitzenbauer P.:
Spooky action at a distance? A two-phase study into learners’ views of quantum entanglement
In: EPJ Quantum Technology 11 (2024), Article No.: 33
ISSN: 2196-0763
DOI: 10.1140/epjqt/s40507-024-00244-y
Tóth K., Michelini M., Bitzenbauer P.:
Exploring the effect of a phenomenological teaching-learning sequence on lower secondary school students’ views of light polarisation
In: Physics Education 59 (2024), Article No.: 035009
ISSN: 0031-9120
DOI: 10.1088/1361-6552/ad2b9f

Bitzenbauer P.:
ChatGPT in physics education: A pilot study on easy-to-implement activities
In: Contemporary Educational Technology 15 (2023), Article No.: ep430
ISSN: 1309-517X
DOI: 10.30935/cedtech/13176
Bitzenbauer P., Greinert F., Müller R., Ubben M., Weber KA.:
Future quantum workforce: Competences, requirements, and forecasts
In: Physical Review Physics Education Research 19 (2023), Article No.: 010137
ISSN: 1554-9178
DOI: 10.1103/PhysRevPhysEducRes.19.010137
Bitzenbauer P., Hennig F.:
Flipped classroom in physics teacher education: (how) can students' expectations be met?
In: Frontiers in Education 8 (2023), Article No.: 1194963
ISSN: 2504-284X
DOI: 10.3389/feduc.2023.1194963
Bitzenbauer P., Hennig F., Lipps M., Ubben M.:
From the Big Bang to Life beyond Earth: German Preservice Physics Teachers’ Conceptions of Astronomy and the Nature of Science
In: Education Sciences 13 (2023), Article No.: 475
ISSN: 2227-7102
DOI: 10.3390/educsci13050475
Bitzenbauer P., Heusler S., Ubben M.:
Erklärvideos zur Quantenverschränkung — Ein Unterrichtskonzept mit Erklärvideos und Hinweise zu ihrer Auswahl
In: Naturwissenschaften im Unterricht. Physik 198 (2023), p. 34-37
ISSN: 0946-2147
URL: https://www.friedrich-verlag.de/friedrich-plus/sekundarstufe/physik/quantenphysik/erklarvideos-zur-quantenverschrankung-17121
Bitzenbauer P., Heusler S., Ubben M.:
Was ist so besonders an Superpositionen? Von Überlagerungen in der klassischen Wellenlehre zu Superpositionen in der Quantenphysik
In: Naturwissenschaften im Unterricht. Physik 198 (2023), p. 8-11
ISSN: 0946-2147
URL: https://www.friedrich-verlag.de/friedrich-plus/sekundarstufe/physik/quantenphysik/was-ist-so-besonders-an-superpositionen-17116
Bitzenbauer P., Höfler S., Veith JM., Winkler B., Zenger T., Kulgemeyer C.:
Exploring the Relationship Between Surface Features and Explaining Quality of YouTube Explanatory Videos
In: International Journal of Science and Mathematics Education (2023)
ISSN: 1571-0068
DOI: 10.1007/s10763-022-10351-w
Bitzenbauer P., Navarrete S., Hennig F., Ubben M., Veith JM.:
Cross-age study on secondary school students’ views of stars
In: Physical Review Physics Education Research 19 (2023), Article No.: 020165
ISSN: 1554-9178
DOI: 10.1103/PhysRevPhysEducRes.19.020165
Bitzenbauer P., Schmid JM., Joaquin M. V., Truong MH., Straulino M., Winkler B., Hennig F.:
Nanoscience and -technology in secondary education: A systematic literature review
In: Eurasia Journal of Mathematics, Science and Technology Education 19 (2023), Article No.: em2361
ISSN: 1305-8215
DOI: 10.29333/ejmste/13834
Bitzenbauer P., Teußner T., Veith JM., Kulgemeyer C.:
(How) Do Pre-service Teachers Use YouTube Features in the Selection of Instructional Videos for Physics Teaching?
In: Research in Science Education (2023)
ISSN: 0157-244X
DOI: 10.1007/s11165-023-10148-z
Bitzenbauer P., Ubben M.:
Exploring the relationship between students’ conceptual understanding and model thinking in quantum optics
In: Frontiers in Quantum Science and Technology 2 (2023)
ISSN: 2813-2181
DOI: 10.3389/frqst.2023.1207619
Bitzenbauer P., Ubben M., Joaquin M. V., Merzel A.:
Quantum science in a nutshell: fostering students' functional understanding of models
In: Frontiers in Education 8 (2023), Article No.: 1192708
ISSN: 2504-284X
DOI: 10.3389/feduc.2023.1192708
Bitzenbauer P., Winkler B., Veith JM.:
Classical Mechanics Key Topics in Physics Teacher Education: Results of an Exploratory Mind Map Study
In: European Journal of Educational Research 12 (2023), Article No.: 1247 - 1255
ISSN: 2165-8714
DOI: 10.12973/eu-jer.12.3.1247
Veith JM., Beste ML., Kindervater M., Krause M., Straulino M., Greinert F., Bitzenbauer P.:
Mathematics education research on algebra over the last two decades: quo vadis?
In: Frontiers in Education 8 (2023), Article No.: 1211920
ISSN: 2504-284X
DOI: 10.3389/feduc.2023.1211920

Bitzenbauer P.:
Lernende erläutern Wesenszüge der Quantenphysik: Doppelspalt und Interferometer im Fokus
In: Habig, S. (ed.): Unsicherheit als Element von naturwissenschaftsbezogenen Bildungsprozessen Gesellschaft für Didaktik der Chemie und Physik Jahrestagung 2021, online: Gesellschaft für Didaktik der Chemie und Physik, 2022
Open Access: https://www.gdcp-ev.de/wp-content/tb2022/TB2022_192_Bitzenbauer.pdf
URL: https://www.gdcp-ev.de/wp-content/tb2022/TB2022_192_Bitzenbauer.pdf
Bitzenbauer P., Fliegauf K., Sebald J., Veith JM., Spiecker H.:
Improving Early Optics Instruction Using a Phenomenological Approach: A Field Study
In: Optics 3 (2022), Article No.: 409 - 429
ISSN: 2673-3269
DOI: 10.3390/opt3040035
Bitzenbauer P., Meyn JP.:
Toward Types of Students’ Conceptions About Photons: Results of an Interview Study
In: Joan Borg Marks, Pauline Galea, Suzanne Gatt, David Sands (ed.): Physics Teacher Education, Cham: Springer, 2022 (Challenges in Physics Education (CPE))
ISBN: 978-3-031-06193-6
DOI: 10.1007/978-3-031-06193-6_13
URL: https://link.springer.com/chapter/10.1007/978-3-031-06193-6_13
Bitzenbauer P., Ubben M.:
Entwicklung eines Konzepttests zur Astronomie: Erste Ergebnisse
DPG-Frühjahrstagung (virtuell, 21. March 2022 - 23. March 2022)
In: Deutsche Physikalische Gesellschaft (DPG) (ed.): PhyDid B - Didaktik der Physik - Beiträge zur DPG-Frühjahrstagung, Bad Honnef: 2022
Open Access: https://ojs.dpg-physik.de/index.php/phydid-b/article/view/1299
URL: https://ojs.dpg-physik.de/index.php/phydid-b/article/view/1299
Bitzenbauer P., Veith JM., Girnat B., Meyn JP.:
Assessing Engineering Students’ Conceptual Understanding of Introductory Quantum Optics
In: Physics 4 (2022), p. 1180-1201
ISSN: 0148-6349
DOI: 10.3390/physics4040077
URL: https://www.mdpi.com/2624-8174/4/4/77
Bitzenbauer P., Zenger T.:
Online Course on Quantum Physics: Reading Primary Sources with Secondary School Students
In: Journal of Physics Teacher Education Online 60 (2022), p. 572-577
ISSN: 1559-3053
DOI: 10.1119/5.0054100
Gerke F., Müller R., Bitzenbauer P., Ubben M., Weber KA.:
Requirements for future quantum workforce – a Delphi study
In: Journal of Physics: Conference Series 2297 (2022), p. 012017
ISSN: 1742-6588
DOI: 10.1088/1742-6596/2297/1/012017
URL: https://iopscience.iop.org/article/10.1088/1742-6596/2297/1/012017
Sebald J., Fliegauf K., Veith JM., Spiecker H., Bitzenbauer P.:
The World through My Eyes: Fostering Students’ Understanding of Basic Optics Concepts Related to Vision and Image Formation
In: Physics 4 (2022), p. 1117-1134
ISSN: 0148-6349
DOI: 10.3390/physics4040073
URL: https://www.mdpi.com/2624-8174/4/4/73/htm
Spiecker H., Bitzenbauer P.:
Phenomenological optics with self-made liquid lenses in the physics classroom
In: Physics Education 57 (2022), p. 045012
ISSN: 0031-9120
DOI: 10.1088/1361-6552/ac563e
URL: https://iopscience.iop.org/article/10.1088/1361-6552/ac563e
Spiecker H., Bitzenbauer P.:
Unterrichtskonzept zur Optik mit self-made Flüssigkeitslinsen
In: Habig, S. (ed.): Unsicherheit als Element von naturwissenschaftsbezogenen Bildungsprozessen Gesellschaft für Didaktik der Chemie und Physik Jahrestagung 2021, online: Gesellschaft für Didaktik der Chemie und Physik, 2022
Open Access: https://www.gdcp-ev.de/wp-content/tb2022/TB2022_208_Spiecker.pdf
URL: https://www.gdcp-ev.de/wp-content/tb2022/TB2022_208_Spiecker.pdf
Ubben M., Bitzenbauer P.:
Two Cognitive Dimensions of Students’ Mental Models in Science: Fidelity of Gestalt and Functional Fidelity
In: Education Sciences 12 (2022), p. 163
ISSN: 2227-7102
DOI: 10.3390/educsci12030163
Veith JM., Bitzenbauer P.:
Teacher identity in science education – Results of an empirical study on first- and third-person narratives
In: Journal of Physics: Conference Series 2297 (2022), p. 012035
ISSN: 1742-6588
DOI: 10.1088/1742-6596/2297/1/012035
URL: https://iopscience.iop.org/article/10.1088/1742-6596/2297/1/012035
Veith JM., Bitzenbauer P.:
What Group Theory Can Do for You: From Magmas to Abstract Thinking in School Mathematics
In: Mathematics 10 (2022), p. 703
ISSN: 2227-7390
DOI: 10.3390/math10050703
Veith JM., Bitzenbauer P., Girnat B.:
Assessing Learners’ Conceptual Understanding of Introductory Group Theory Using the CI²GT: Development and Analysis of a Concept Inventory
In: Education Sciences 12 (2022), p. 376
ISSN: 2227-7102
DOI: 10.3390/educsci12060376
URL: https://www.mdpi.com/2227-7102/12/6/376
Veith JM., Bitzenbauer P., Girnat B.:
Exploring Learning Difficulties in Abstract Algebra: The Case of Group Theory
In: Education Sciences 12 (2022), Article No.: 516
ISSN: 2227-7102
DOI: 10.3390/educsci12080516
URL: https://www.mdpi.com/2227-7102/12/8/516
Veith JM., Bitzenbauer P., Girnat B.:
Towards Describing Student Learning of Abstract Algebra: Insights into Learners’ Cognitive Processes from an Acceptance Survey
In: Mathematics 10 (2022), p. 1138
ISSN: 2227-7390
DOI: 10.3390/math10071138
URL: https://www.mdpi.com/2227-7390/10/7/1138
Veith JM., Girnat B., Bitzenbauer P.:
The role of affective learner characteristics for learning about abstract algebra: A multiple linear regression analysis
In: Eurasia Journal of Mathematics, Science and Technology Education 18 (2022), p. em2157
ISSN: 1305-8215
DOI: 10.29333/ejmste/12417
URL: https://www.ejmste.com/article/the-role-of-affective-learner-characteristics-for-learning-about-abstract-algebra-a-multiple-linear-12417
Zenger T., Bitzenbauer P.:
Dichte im Physikunterricht: Pilotierung einer deutschen Version des Density Survey
In: Habig, S. (ed.): Unsicherheit als Element von naturwissenschaftsbezogenen Bildungsprozessen Gesellschaft für Didaktik der Chemie und Physik Jahrestagung 2021, online: Gesellschaft für Didaktik der Chemie und Physik, 2022
Open Access: https://www.gdcp-ev.de/wp-content/tb2022/TB2022_528_Zenger.pdf
URL: https://www.gdcp-ev.de/wp-content/tb2022/TB2022_528_Zenger.pdf
Zenger T., Bitzenbauer P.:
Exploring German Secondary School Students’ Conceptual Knowledge of Density
In: Science Education International 33 (2022), p. 86 - 92
ISSN: 1450-104X
DOI: 10.33828/sei.v33.i1.9
URL: http://www.icaseonline.net/journal/index.php/sei/article/view/367

Prof. Dr. Philipp Bitzenbauer

Posts

Publications

2024

2023

2022