The teaching concept was tested in a physics profile course with 17 students. As Werner writes, the trial took place at a relatively early stage of the project and therefore had a rather exploratory character. Conventional achievement tests, questionnaires and concept maps were used as research methods.
Werner (2000) tests the attainment of four learning objectives: (1) Proficiency in applying the phasor formalism. According to Werner, the students largely achieved this objective. (2) A reflective use of the concept of a model. In most cases, model and reality are no longer simply equated, although only a few students succeed in describing a suitable model of light. (3) A quantum mechanical understanding of photons and electrons that is distinct from classical models. Werner finds an increase in quantum mechanically correct relations in the concept maps, although classical conceptions still occur. (4) A correct interpretation of the orbital model. Seven out of nine students gave a description of the orbital model, but only one description was rated “good”.