Work placements are a central component of science education. They combine theory with application and support students in acquiring specialised and practical laboratory skills. However, traditional practicals are often time and resource intensive and limited by restricted access to large laboratory equipment. In order to utilise classroom time more efficiently and increase learning effectiveness, a biophysical practical course on fluorescence microscopy was redesigned as part of an inverted classroom approach (InvertedPrakt). Students prepare themselves digitally in advance. The attendance time is used for in-depth, didactically superior tasks. InvertedPrakt thus allows more time for exchange, practice-orientated work and joint active learning in scientific practicals.
