Different suggestions can be found in articles on science education, offering an age-appropriate explanation of the definition of the ?dynamic lift? - a term which is not easy to comprehend for pupils. This paper faces the question, what sorts of presentations are gripped in schoolbooks as well as transported by teachers in school. In the first chapter of this thesis different explanations of the ?dynamic lift? are compiled. The bulk consists of an analysis about which explanations are found in nine chosen schoolbooks of the second class lower grade and how detailed they are presented. Furthermore three projects of different school types (secondary, professional and primary school) are compared and involved teachers are interviewed. As the three projects are supported by the ?Regionalen IMST Netzwerk? of Styria, this thesis also reflects on the history and activities of this network. On the basis of the reflection of the nine schoolbooks and three projects, a big spectrum of correct, incomplete and faulty explanations can be seen. Even authors of schoolbooks only sparsely accept results and suggestions of research in science education. In the projects, the topic of ?flying? was discussed very clearly and suitable for pupils.