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Dr. Jörg Zimmermann and Alexander Mosbacher, teachers for science and technology at the Thomas Strittmatter secondary school in St. Georgen:

“The Thomas-Strittmatter-Gymnasium has always used the Cyber-Classroom most effectively in the subjects biology, physics, chemistry and science and technology as well as arts for the lessons of grade 5 – 12. How lessons are carried out depends on the students’ age and why the Cyber-Classroom is used.

In the lower stage of the secondary school, the Cyber-Classroom is first and foremost used for presentations. This is mostly done by the teacher in grades 5 + 6 for instance for the topic of magnetism in the subject natural science. The ‘new’ technology is a non-negligible incentive for the students to deal with the subject matters.

From grade 7 on, it can make sense to give  students the opportunity to use the Cyber-Classroom for their own presentations as well, for example in biology for the topic blood circulation. Starting with grade 8, the 3D technology is increasingly used for teamwork. After an introduction to the topic, e.g. ‘The ear’ in science and technology, students work out the skills and functions of this sense organ in small groups at different workstations. The Cyber-Classroom, supplemented by work assignments, is one of the central workstations here.

Generally, it is also used for repetition and immersion. In the senior classes specifically, the possible applications are quite diverse. For example, the subject matters of the physics modules are particularly suited for it. The movement of charged particles in electric and magnetic fields is being worked out by small groups of students at different workstations. In the beginning basic connections are taught by the teacher and are also obtained through own researches and of course by school books.

In another phase the topic is examined in greater detail by the means of real experiments, in the Cyber-Classroom and the connections are now visible. The respective module is divided into several parts. Working sheets support the students to structure the observations and connections.

All in all a scientific working method is presented and practiced. The invisible is made visible in the Cyber-Classroom and supports the students to understand the real experiments. At the end of such a teaching sequence a student can give a presentation or, traditionally, the teacher can evaluate the learning success.”

"We still work with blackboards where we explain the theory. Afterwards, we present the formula in a three dimensional model in the Cyber Classroom."

Prof. Dr. Franz-Josef Schneider, polytechnic university Stuttgart, 3D pioneer in university education and operator of the C3 lab; OSI partner for the development of the modules for math students

After all, I have a Wii console at home and are familiar with it."

Leon Florysiak, student at the Elsa-Brändström-Realschule Essen; promoted by Evonik; OSI partner for the development of the modules for chemistry