Physics education research · Leipzig University
I am a physics education researcher and head of the Digital Media in Physics Education group at Leipzig University. My work examines how artificial intelligence, immersive media and learners’ mental models can inform more effective, reflective science teaching.
Research Interests: Artificial Intelligence, Digital Media, Mental Models
2026In a field study with 268 ninth-grade students, interactive chatbot and tiered support were associated with lower perceived cognitive load than textbook-style support; the chatbot also produced more favorable short-term motivational outcomes.
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2026A design-based research pilot examining how pre-service physics teachers distribute attention across technical, disciplinary and pedagogical demands while planning digitally enriched lessons.
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2026This study validates a two-dimensional account of learners’ model understanding, distinguishing fidelity of gestalt from functional fidelity and sharpening how mental models can be investigated in physics education.
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2026A qualitative analysis of 1,189 responses identifies two student profiles: pragmatic users who weigh usefulness against risk, and skeptical nonusers concerned about dependence and independent problem solving.
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2026A survey of 1,189 university physics students validates an instrument based on the affective, behavioral and cognitive components of attitude and maps discipline-specific perspectives on learning with ChatGPT.
Read via DOIBecker, E., Wünsche, J., Veith, J., Schrader, J., & Bitzenbauer, P. (2026). Comparing AI chatbot, tiered, and textual support in physics problem solving: Effects on cognitive load and affective-motivational outcomes. Physical Review Physics Education Research, 22(2), 020139. https://doi.org/10.1103/nvf1-zrq8
Schmid, J. M., Lhotzky, J. F., Veith, J., & Bitzenbauer, P. (2026). The teaching-learning lab Digi-Space: A design-based research pilot on digital media integration in pre-service physics teacher education. Eurasia Journal of Mathematics, Science and Technology Education, 22(10), em2928. https://doi.org/10.29333/ejmste/19400
Witteborn, H., Veith, J., & Ubben, M. S. (2026). General model understanding in physics education: Validating a two-dimensional structure of fidelity of gestalt and functional fidelity. Eurasia Journal of Mathematics, Science and Technology Education, 22(9), em2911. https://doi.org/10.29333/ejmste/19240
Becker, E., Bauer, A., Schrader, J., Bitzenbauer, P., & Veith, J. (2026). Pragmatic users and skeptical nonusers: A qualitative typology of ChatGPT adoption in physics education. Physical Review Physics Education Research, 22(2), 020112. https://doi.org/10.1103/gd1w-1637
Veith, J., Bauer, A., Becker, E., & Bitzenbauer, P. (2026). Exploring physics students’ attitudes toward ChatGPT using the ABC model. Eurasia Journal of Mathematics, Science and Technology Education, 22(2), em2770. https://doi.org/10.29333/ejmste/17822
Schmid, J. M., Veith, J., & Bitzenbauer, P. (2026). Cognitive dimensions in students’ mental models of linear light polarization. Physical Review Physics Education Research, 22(1), 010118. https://doi.org/10.1103/hng2-97bk
Veith, J., Machisi, E., Ubben, M., Hennig, F., & Bitzenbauer, P. (2025). Analysis of high school students’ mental models of angles. Frontiers in Education, 10, 1679857. https://doi.org/10.3389/feduc.2025.1679857
Machisi, E., Kurudirek, A., & Veith, J. (2025). Examining the least preferred topics among advanced placement calculus students. Eurasia Journal of Mathematics, Science and Technology Education, 21(10), em2712. https://doi.org/10.29333/ejmste/17075
Beste, M.-L., Wolff, B., Girnat, B., & Veith, J. (2025). Student teachers’ evaluative beliefs and quality criteria concerning a digital learning and test environment for the didactics of algebra. Proceedings of the International Mathematics Views Conference 2024.
Veith, J., Girnat, B., Krause, M., Straulino, M., Becker, E., Becher, R., & Bitzenbauer, P. (2025). Consistent responses on concept items reflect confidence, and vice versa. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-025-10605-3
Tóth, K., Faletic, S., Michelini, M., Pospiech, G., Betti, A., Nicolini, M., Parmiggiani, M., Veith, J., & Bitzenbauer, P. (2025). Investigating the effect of two-state approaches on students’ understanding of quantum measurement: A quasiexperimental field study. Physical Review Physics Education Research, 21, 020142. https://doi.org/10.1103/15rm-rlnj
Tóth, K., Hennig, F., Veith, J., & Bitzenbauer, P. (2025). Secondary school learners’ reasoning about quantum randomness in the context of single-photon interferometer and double-slit experiments. Eurasia Journal of Mathematics, Science and Technology Education, 21(8), em2686. https://doi.org/10.29333/ejmste/16736
Küchemann, S., Bauer, A., Becker, E., Veith, J., Bitzenbauer, P., & Kuhn, J. (2025). Mit generativer KI Unterricht gestalten. Unterricht Physik, 209.
Veith, J., Girnat, B., Winkler, B., Becker, E., Becher, R., & Bitzenbauer, P. (2024). How do pre-service teachers view Galois theory? A questionnaire study. Eurasia Journal of Mathematics, Science and Technology Education, 20(1), em2389. https://doi.org/10.29333/ejmste/14120
Hennig, F., Tóth, K., Veith, J., & Bitzenbauer, P. (2024). Mathematical sense making of quantum phenomena using Dirac notation: Its effect on secondary school students’ functional thinking about photons. EPJ Quantum Technology, 11, 61. https://doi.org/10.1140/epjqt/s40507-024-00274-6
Hennig, F., Tóth, K., Veith, J., & Bitzenbauer, P. (2024). Introducing quantum physics concepts and Dirac notation at the secondary school level: Insights into student reasoning from an acceptance survey. Physical Review Physics Education Research, 20, 020147. https://doi.org/10.1103/PhysRevPhysEducRes.20.020147
Bitzenbauer, P., Teußner, T., Veith, J., & Kulgemeyer, C. (2024). (How) do pre-service teachers use YouTube features in the selection of instructional videos for physics teaching? Research in Science Education, 54, 413–438. https://doi.org/10.1007/s11165-023-10148-z
Veith, J., Beste, M.-L., Kindervater, M., Krause, M., Straulino, M., Greinert, F., & Bitzenbauer, P. (2023). Mathematics education research on algebra over the last two decades: Quo vadis? Frontiers in Education, 8, 1211920. https://doi.org/10.3389/feduc.2023.1211920
Bitzenbauer, P., Navarrete, S., Hennig, F., Ubben, M., & Veith, J. (2023). A cross-age study on secondary school students’ views of stars. Physical Review Physics Education Research, 19, 020165. https://doi.org/10.1103/PhysRevPhysEducRes.19.020165
Schmid, J. M., Veith, J., Truong, M. H., Straulino, M., Winkler, B., & Bitzenbauer, P. (2023). Nanoscience in secondary education: A literature review. Eurasia Journal of Mathematics, Science and Technology Education, 19(2), em2361. https://doi.org/10.29333/ejmste/13834
Ubben, M., Veith, J., Merzel, A., & Bitzenbauer, P. (2023). Quantum science in a nutshell: Fostering students’ functional understanding of models. Frontiers in Education, 8, 1192708. https://doi.org/10.3389/feduc.2023.1192708
Winkler, B., Veith, J., & Bitzenbauer, P. (2023). Classical mechanics key topics in physics teacher education: Results of an exploratory mind map study. European Journal of Educational Research, 12(3), 1247–1255. https://doi.org/10.12973/eu-jer.12.3.1247
Bitzenbauer, P., Höfler, S., Veith, J., Winkler, B., Zenger, T., & Kulgemeyer, C. (2023). Exploring the relationship between surface features and explaining quality of YouTube explanatory videos. International Journal of Science and Mathematics Education, 22, 25–48. https://doi.org/10.1007/s10763-022-10351-w
Beste, M.-L., Wolff, B., & Veith, J. (2023). Entwicklung einer Selbstlern-Plattform im Projekt „Digital C@mpus-le@rning“ der Universität Hildesheim. GDM-Mitteilungen, 114, 5–7.
Veith, J. (2023). Zur Didaktik der Gruppentheorie: Studie im Mixed Methods Design nach dem Design-Based Research Paradigma [Doctoral dissertation, University of Hildesheim]. https://doi.org/10.25528/155
Veith, J., Girnat, B., & Bitzenbauer, P. (2022). The role of affective learner characteristics for learning about abstract algebra: A multiple linear regression analysis. Eurasia Journal of Mathematics, Science and Technology Education, 18(10), em2157. https://doi.org/10.29333/ejmste/12417
Veith, J., Bitzenbauer, P., & Girnat, B. (2022). Exploring learning difficulties in abstract algebra: The case of group theory. Education Sciences, 12(8), 516. https://doi.org/10.3390/educsci12080516
Veith, J., Bitzenbauer, P., & Girnat, B. (2022). Assessing learners’ conceptual understanding of introductory group theory using the CI²GT: Development and analysis of a concept inventory. Education Sciences, 12(6), 376. https://doi.org/10.3390/educsci12060376
Veith, J., Bitzenbauer, P., & Girnat, B. (2022). Towards describing student learning of abstract algebra: Insights into learners’ cognitive processes from an acceptance survey. Mathematics, 10(7), 1138. https://doi.org/10.3390/math10071138
Veith, J., & Bitzenbauer, P. (2022). What group theory can do for you: From magmas to abstract thinking in school mathematics. Mathematics, 10(5), 703. https://doi.org/10.3390/math10050703
Fliegauf, K., Sebald, J., Veith, J., Spiecker, H., & Bitzenbauer, P. (2022). Improving early optics instruction using a phenomenological approach: A field study. Optics, 3(4), 409–429. https://doi.org/10.3390/opt3040035
Bitzenbauer, P., Veith, J., Girnat, B., & Meyn, J.-P. (2022). Assessing engineering students’ conceptual understanding of introductory quantum optics. Physics, 4(4), 1180–1201. https://doi.org/10.3390/physics4040077
Sebald, J., Fliegauf, K., Veith, J., Spiecker, H., & Bitzenbauer, P. (2022). The world through my eyes: Fostering students’ understanding of basic optics concepts related to vision and image formation. Physics, 4(4), 1117–1134. https://doi.org/10.3390/physics4040073
Veith, J., Bitzenbauer, P., & Meyn, J.-P. (2022). Teacher identity in science education: Results of an empirical study on first- and third-person narratives. Journal of Physics: Conference Series, 2297, 012035. https://doi.org/10.1088/1742-6596/2297/1/012035
Veith, J., & Bitzenbauer, P. (2021). Two challenging concepts in mathematics education: Subject-specific thoughts on the complex unit and angles. European Journal of Science and Mathematics Education, 9(4), 244–251. https://doi.org/10.30935/scimath/11251
Bitzenbauer, P., & Veith, J. (2021). Teacher identity von MINT-Lehrkräften: Explorative Studie zur Selbst- und Fremdwahrnehmung. PhyDid B – Didaktik der Physik: Beiträge zur DPG-Frühjahrstagung.
Veith, J., & Bitzenbauer, P. (2021). Schritt für Schritt zum Staatsexamen Mathematik: Theorie und Praxis zur ersten Staatsprüfung Grund-, Mittel- und Realschullehramt. Springer Spektrum. https://doi.org/10.1007/978-3-662-62948-2
Chair of Physics Education, headed by Prof. Dr. Philipp Bitzenbauer, Leipzig University
Institute of Physics Education, Leipzig University
Institute of Physics Education, Leipzig University
Leipzig University
University of Hildesheim
Institute of Mathematics and Applied Informatics, University of Hildesheim
| Term | Teaching | Institution |
|---|---|---|
| Winter 2026/27 | Foundations of Physics Education seminar; two school placement supervisions; Mathematical Methods in Experimental Physics I seminar | Leipzig University |
| Summer 2026 | Two DigiSpace seminars; one school placement supervision; Mathematical Methods in Experimental Physics II seminar | Leipzig University |
| Winter 2025/26 | Two seminars in Foundations of Physics Education; two school placement supervisions | Leipzig University |
| Summer 2025 | Two DigiSpace seminars; Teaching and Learning Physics seminar; school placement supervision | Leipzig University |
| Winter 2024/25 | Two seminars in Foundations of Physics Education; two school placement supervisions | Leipzig University |
| Summer 2024 | Two seminars in Designing Physics Instruction; two school placement supervisions | Leipzig University |
| Winter 2023/24 | Two lectures and two seminars in Foundations of Physics Education; school placement supervision | Leipzig University |
| Summer 2023 | Lecture assistance, Linear Algebra | University of Hildesheim |
| Winter 2022/23 | Lecture assistance, Advanced Linear Algebra and Mathematical Methods I | University of Hildesheim |
| Summer 2022 | Lecture assistance, Linear Algebra | University of Hildesheim |
| Winter 2021/22 | Lecture assistance, Advanced Linear Algebra and Mathematical Methods I | University of Hildesheim |
| Summer 2021 | Lecture assistance, Linear Algebra; Incidence Geometry seminar | University of Hildesheim |
| Winter 2020/21 | Lecture assistance, Mathematical Methods I; Incidence Geometry seminar | University of Hildesheim |
| Summer 2020 | Lecture assistance, Mathematical Methods I; Information and Communication Technology seminar | University of Hildesheim |
| Winter 2019/20 | Two seminars in Information and Communication Technology | University of Hildesheim |
Hauptvortrag · MNU-Fachleitertagung 2026 – Biologie, Chemie, Physik
Workshop · Lehrkräftefortbildung „Quantenphysik im Unterricht“ · Pädagogisches Landesinstitut Rheinland-Pfalz
APS Global Physics Summit · Anaheim, California
Physikdidaktik-Kolloquium mitteldeutscher Universitäten · Universität Leipzig
GDM-Tagung · Universität Duisburg-Essen
Photo: Swen Reichhold · Leipzig University
The project “Maker Space DigiSpace – Programming and Robotics in Physics” received €14,400 through Leipzig University’s “Wissenschaft trifft…” programme. Together with INSPIRATA e.V., it is expanding DigiSpace into an extracurricular learning environment where primary-school children explore physics, programming and robotics alongside pre-service teachers.
Our study in Physical Review Physics Education Research examines how students’ mental models of linear light polarization develop along two cognitive dimensions: gestalt and functionality. The resulting framework offers a diagnostic perspective on learners’ reasoning and its development across educational levels.
Photo: Sandra Trapp
EducAID – AI Aid for Physics Education has received €140,000 in funding from the Dr Ricco Deutscher Foundation for a three-year research programme. Led by Philipp Bitzenbauer and Joaquin Veith, the project investigates how interactive AI chatbots can provide adaptive support and dialogic feedback in physics education.