Chemistry Education Studies – Our Modules
ChemDid I: Basics
In the module “ChemDid I: Basics”, students acquire an initial systematic understanding of chemistry teaching. They engage with the aims and content of school chemistry education, become familiar with key concepts of chemistry didactics, and explore typical student conceptions as well as learning difficulties.
A particular focus is placed on the didactic structuring and simplification of chemical content, as well as on fundamental aspects of lesson planning and experimentation. Based on this, students develop their own initial teaching ideas and reflect on them in light of subject-specific didactic models.
ChemDid II: Advanced
This module builds on ChemDid I and aims at the further professional development of students. The focus is on the in-depth planning, delivery, and analysis of chemistry lessons, taking diagnostic and support-oriented perspectives into account.
Students independently develop teaching concepts, trial and reflect on experimental approaches, and engage intensively with the promotion of learning processes. Through its strong practical orientation and the integration of subject-matter knowledge, didactic perspectives, and reflective elements, the competencies acquired in the foundational module are further extended and consolidated.
ChemDid III: Practical training
In the third chemistry education module, students gain their first in-depth practical experience in school teaching. Over the course of one semester, they are regularly involved in schools and are supervised by experienced mentor teachers.
In parallel, they attend a subject-specific didactic seminar in which their teaching experiences are discussed, reflected upon, and theoretically grounded. In this way, the module combines school-based practical experience with subject didactic reflection and makes a significant contribution to the development and consolidation of the professional teaching competence of prospective chemistry teachers.
Orientation in Studies
- What does the chemistry education component of your teacher training program look like?
- Which modules do you have to complete?
- Which courses can you take?
Use our overview of the chemistry education component of your teacher training program. If you have any questions about your studies, individual modules, or courses, please feel free to contact us.
- File Name
- Studieninfo Chemiedidaktik
- File Size
- 388 KB
- File Type
Our courses in the summer semester 2026
- Ausgewählte Themen des Chemieunterrichts an Realschulen [DIDCHEM LARS]
- Einführung in die chemiedidaktische Forschung
- Grundlagen der Didaktik der Chemie Gymnasium [DIDCHEM LAG I]
- Potenziale und Herausforderungen digitaler Medien im Chemieunterricht
- Prüfungsvorbereitung Fachdidaktik Chemie [DIDCHEM PRF]
Qualification theses
If you are interested in writing a final thesis in chemistry education, please feel free to contact us. We support you in conducting your own research project and offer exciting topics related to the chair’s research areas and beyond.
We also welcome your own topic suggestions.
Final Theses – Ideas & Topics
Here you will find final thesis topics that we would be happy to supervise. Perhaps your thesis topic is among them?
- Development and evaluation of a learning environment on complex chemical equilibria in the context of marine ecosystems using CO2RAL.
- Retention of lesson contextualization and problematization – Are students aware of the context and the problem framing during different phases of instruction?
- How authentic do students perceive the science outreach laboratory? Development of a questionnaire based on the “Authenticity in Science Education” model.
- Investigation of prospective science teachers’ subject matter knowledge in general chemistry using the adapted Water Instrument.
- Investigation of epistemic vigilance among prospective teachers.
If you are studying for the grammar school teaching degree with the subject combination Chemistry/Biology, you can also have the Bachelor of Science (B.Sc.) degree recognised if you have written your final thesis in chemistry education.
L. Possmann (2026): Empirische Untersuchung der Entwicklung einer kooperativen, gamifizierten Lernsituation im chemiedidaktischen Kontext
R. Greisel (2025): Inwiefern beeinflussen positiv beziehungsweise negativ konnotierte kontextualisierte Texte das situative Interesse von Schülerinnen im Chemieunterricht?
M. R. Niegel (2025): Die Wirkung eines Schülerlaborbesuchs auf das situative Interesse von Lernenden – am Beispiel des Workshops “Was essen wir morgen?” des Deutschen Museums Nürnberg
J. Wenzl (2025): Untersuchung des Einflusses eines chemiebezogenen Educational Escape Rooms auf das Sach- und Fachinteresse von Schüler*innen
C. Uherek (2025): Bildung für nachhaltige Entwicklung im Fach Chemie – Einfluss eines Workshops im außerschulischen Lernort Museumauf die Klimawandeleinstellungen von Schülerinnen und Schülern (ausgezeichnetet mit dem Luise Prell-Preis 2025)
L. Patscheider (2024): Validierung einer RIASEC+N-basierten Interessensstudie
A. Noll (2024): Übersetzung des RFNQ auf Deutsch mithilfe des TRAPD-Verfahrens zur Untersuchung der Vorstellungen von Lehramtsstudierenden der FAU zu Nature of Science
R. Iannelli (2024): Schülervorstellungen der 6. Klasse bezüglich seltener Erden
S. Reiche (2024): Der Einfluss des Lernens mit Virtual Reality (VR) auf den Lernerfolg, das Interesse und die mentale Rotationsfähigkeit im Chemieunterricht
E. Aydin (2023): Entwicklung und Evaluation eines Konzepts zur Wissenschaftswoche im Leitfach Chemie am Gymnasium
M.-C. Dittrich (2022): Einfluss von Studium, Kompetenzgefühl und Interessen einer Lehrkraft auf den naturwissenschaftlichen Heimat- und Sachunterricht
F. Leuckert (2022): Videogestützte Einführung und Anwendung der Variablenkontrollstrategie im Chemieunterricht”
N. Schuhmann (2022): Welches Unterstützungspotential bietet ein 360° – Chemielabor für die erste Laborpraxis? Eine retrospektive Einschätzung von Chemiestudierenden
J. Berninghausen (2022): Vergleich von eigenproduzierten und YouTube Experimentiervideos zu den Themengebieten: Säuren und Basen und Salze
P. Colras (2022): Unterricht auf Distanz – Interaktive Lernvideos zum Thema Redoxreaktionen und Redoxanwendungen
N. Kuhn (2022): Welches Unterstützungspotential bietet ein 360° – Chemielabor für die erste Laborpraxis? Eine retrospektive Einschätzung von Chemiestudierenden
Module handbooks
MHB_Chemie_LA_GS Didaktikfach_SoSe26 (19. March 2026, 561.68 KB)MHB_Chemie_LA_GS Hauptfach_SoSe26 (19. March 2026, 561.68 KB)
MHB_Chemie_LA_Gym_SoSe26 (19. March 2026, 998.92 KB)
MHB_Chemie_LA_MS Didaktikfach_SoSe26 (19. March 2026, 181.73 KB)
MHB_Chemie_LA_MS Hauptfach_SoSe26 (19. March 2026, 561.70 KB)
MHB_Chemie_LA_RS_SoSe26 (19. March 2026, 596.39 KB)
Note: Since the winter semester 2022/23, an updated version of the subject-specific study and examination regulations for the Chemistry teacher training programs has been in effect. If you are studying under an older examination regulation, please feel free to contact us if you have any questions about individual modules, courses, or examinations.