The overriding aim of school education in the natural sciences is to impart a basic scientific education. For the subject of physics, this includes the requirement for a competent handling of the four so-called basic concepts, including the basic concept of energy. While learners have few difficulties with the aspects of energy forms and energy conversion, greater comprehension difficulties can be observed when learning about energy valorisation and, in particular, energy conservation. One reason for this is that the energy flow into the environment that occurs during devaluation processes remains invisible. For example, the temperature increase that occurs during friction processes is often not measurable with traditional thermometers. This is where the use of a digital measuring device with greater sensitivity makes sense. Digital media have become an integral part of our everyday lives and are increasingly being used in teaching and learning contexts. However, when they are used, it cannot be assumed that the medium itself is effective for learning; in order to increase learning success, it is necessary to harmonise it with the teaching-learning process. If this is successful, digital media can support the development of understanding in the natural sciences. In the natural sciences, for example, digital teaching and learning media are used to illustrate the mechanisms underlying complex phenomena.

In the EmIR project, the effect of a developed energy course with and without a thermal imaging camera in a school environment was researched. The course focussed on devaluation processes and used the digital medium of the thermal imaging camera. In this context, the effect of the course with and without a thermal imaging camera on the development of understanding of energy, in particular energy devaluation, was investigated in two studies. A distinction was also made between the use of the thermal imaging camera merely as an additional measuring instrument and the use of the thermal imaging camera with media didactic embedding.

S. Weßnigk