E. Fischer / Labudde / Neumann Quality of Instruction in Physics

Comparing Finland, Switzerland and Germany
1. Auflage 2014
ISBN: 978-3-8309-8055-1
Verlag: Waxmann Lehrbuch
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 206 Seiten

This book reports the findings from the tri-national video study Quality of Instruction in Physics (QuIP). Within the scope of the QuIP study, physics instruction was investigated in a total of 103 classes from-Finland, North Rhine-Westphalia (Germany) and German-speaking Switzerland. The main aim was to identify typical patterns of physics instruction of the three samples and to investigate conditions under which these patterns are successful with respect to students' learning, interest and motivation. Among others instructional characteristics, the quality of students' practical work, successful patterns of sequencing, the subject matter structure and teaching strategies were investigated by means of analyses of video-recorded lessons. Variables external to instruction that were investigated included teachers' professional knowledge and students' cognitive abilities. The study followed a pre-post-design with data collection prior to and after an instructional unit on electrical energy and power. The results are well in line with the findings from large-scale international studies indicating a particularly successful instructional pattern in Finland. A comparison of characterisation of instruction in comparison between the three countries reveals important findings for the improvement of the teaching and learning of physics in secondary school education.

Autoren/Hrsg.

E. Fischer, Hans

Labudde, Peter

Neumann, Knut

Viiri, Jouni

Inhaltsverzeichnis

1;Buchtitel;1
2;Acknowledgements;4
3;Table of Contents;5
4;Foreword;7
5;1. Theoretical Framework;10
5.1;Abstract;10
5.2;1 Instructional Quality;10
5.2.1;1.1 Instructional Quality and Instructional Outcomes;14
5.2.2;1.2 Covariates of the Effect of Instructional Quality on Instructional Outcomes;16
5.3;2 Quality of Instruction in Physics;17
5.4;References;21
6;2. Design of the Study;28
6.1;Abstract;28
6.2;1 Approaches and Challenges in Research on Instructional Quality;28
6.3;2 Research Design and Methodology of the Project;31
6.3.1;2.1 Research Design;32
6.3.2;2.2 Participants;34
6.3.3;2.3 Instruments;40
6.3.4;2.4 Timeline of the QuIP Project;42
6.4;References;43
7;3. Uncovering Country Differences in Physics Content Knowledge and their Interrelations with Motivational Outcomes in a Latent Change Analysis;46
7.1;Abstract;46
7.2;1 Theoretical Background;46
7.3;2 Research Questions;48
7.4;3 Method;49
7.4.1;3.1 Sample;49
7.4.2;3.2 Instruments;49
7.4.3;3.3 Data Analysis in a Latent Change Model;51
7.5;4 Results;52
7.5.1;4.1 Descriptives;53
7.5.2;4.2 Country Differences Estimated in a Latent Change Model;53
7.5.3;4.3 Effects of the Covariates;54
7.5.4;4.4 Latent Correlations;55
7.6;5 Discussion;55
7.7;References;58
7.8;Appendix;60
8;4. Surface Level: Teaching Time, Lesson Phases and Types of Interaction;61
8.1;Abstract;61
8.2;1 Theoretical Background;61
8.3;2 Research Questions;63
8.4;3 Design and Methods;63
8.5;4 Results;65
8.5.1;4.1 Teaching Time;66
8.5.2;4.2 Lesson Phases;66
8.5.3;4.3 Organisation of Classroom Interaction;69
8.6;5 Summary and Discussion;71
8.7;References;73
8.8;Acknowledgements;75
9;5. A Deeper Look inside Teaching Scripts: Learning Process Orientations in Finland, Germany and Switzerland;76
9.1;Abstract;76
9.2;1 Theoretical Background;76
9.3;2 Research Questions;80
9.4;3 Research Design and Methods;80
9.5;4 Results;82
9.6;5 Conclusion;85
9.7;References;86
10;6. Content and Content Structure of Physics Lessons and Students’ Learning Gains: Comparing Finland, Germany and Switzerland;88
10.1;Abstract;88
10.2;1 Theoretical Background;88
10.3;2 Research Questions;91
10.4;3 Methods;91
10.5;4 Results;95
10.6;5 Discussion and Conclusions;99
10.7;References;102
10.8;Acknowledgements;103
10.9;Appendix;104
11;7. Practical Work in Physics Instruction: An Opportunity to Learn?;106
11.1;Abstract;106
11.2;1 Theoretical Background;106
11.2.1;1.1 Practical Work as Context-Oriented Activity;108
11.2.2;1.2 Practical Work as Reflexive Activity;108
11.2.3;1.3 Practical Work as Theory-Driven Activity;108
11.3;2 Research Questions;109
11.4;3 Design and Methods;109
11.5;4 Data Analysis;112
11.6;5 Results;114
11.7;6 Discussion;118
11.8;References;121
12;8. Enthusiastic Teaching and its Impact on Students’ Interest and Self-Concept: An Investigation of German Physics Classrooms;123
12.1;Abstract;123
12.2;1 Theoretical Background;123
12.2.1;1.1 Enthusiastic Teaching and its Effects on Student Learning;124
12.2.2;1.2 Effects of Enthusiastic Teaching;125
12.2.3;1.3 Measuring Enthusiastic Teaching;126
12.3;2 Research Questions;126
12.4;3 Methods;127
12.4.1;3.1 Procedures;127
12.4.2;3.2 Sample;127
12.4.3;3.3 Instruments;127
12.4.4;3.4 Analyses;129
12.5;4 Results;130
12.5.1;4.1 Descriptive Results and Preliminary Analyses;130
12.5.2;4.2 Effects of Enthusiastic Teaching on Students’ Self-Concept and Interest;131
12.6;5 Discussion and Conclusions;131
12.6.1;5.1 Limitations;132
12.6.2;5.2 Implications for Future Research;132
12.6.3;5.3 The Role of Teacher Enthusiasm in overall Quality of Instruction;133
12.7;References;134
13;9. The Impact of Pedagogical Content Knowledge on Cognitive Activation and Student Learning;138
13.1;Abstract;138
13.2;1 Theoretical Background;138
13.3;2 Research Questions;140
13.4;3 Methods;140
13.4.1;3.1 Pedagogical Content Knowledge (PCK) Paper-and-Pencil Test;141
13.4.2;3.2 The Cognitive Activation Coding System;145
13.5;4 Results;146
13.6;5 Discussion;148
13.7;References;150
14;10. Classroom Management;153
14.1;Abstract;153
14.2;1 Theoretical Background;153
14.3;2 Research Questions;154
14.4;3 Instruments and Methods;155
14.4.1;3.1 Structure and Categories of the Rating System: Overview;155
14.4.2;3.2 Description of the Categories;156
14.4.3;3.3 Rating Process;157
14.4.4;3.4 Sample and Rating Unit;158
14.4.5;3.5 Reliability;158
14.5;4 Results;159
14.5.1;4.1 Rating of the Categories;159
14.5.2;4.2 Correlations between Classroom Management and other Variables;160
14.6;5 Discussion;162
14.7;References;163
14.8;Appendix;166
15;11. Constructivist Approaches to Teaching;169
15.1;Abstract;169
15.2;1 Theoretical Background;169
15.3;2 Research Questions;171
15.4;3 Instruments and Methods;171
15.4.1;3.1 Structure and Categories of the Rating Instrument: Overview;171
15.4.2;3.2 The Categories and their Facets;172
15.4.3;3.3 Rating on the Basis of a four-point Likert Scale;175
15.4.4;3.4 Sample and Rating Unit;175
15.4.5;3.5 Reliability;175
15.4.6;3.6 Exclusions for Further Analyses;176
15.5;4 Results;177
15.5.1;4.1 Exploratory Factor Analysis;177
15.5.2;4.2 Descriptive Overview on the Results and Comparison of the three Country Subsamples;178
15.5.3;4.3 Correlations between Constructivist Approaches and otherVariables;179
15.6;5 Discussion;180
15.6.1;5.1 Rating;180
15.6.2;5.2 Extent and Quality of Constructivist Approaches (ResearchQuestions 1 and 2);181
15.6.3;5.3 Differences between the three;182
15.6.4;5.4 Correlations with Students’ Learning Gain(Research Question 4);182
15.7;6 Outlook;182
15.8;References;183
16;12. Summary and Discussion;185
16.1;Abstract;185
16.2;1 Summary and Specific Findings of each Book Chapter;185
16.2.1;1.1 Framework of the Project: the Role of our Model;185
16.2.2;1.2 Design of the Study: Pre-Measurement, Video Recording of Lessons, and Post-Measurement in the three Countries;187
16.2.3;1.3 Uncovering Country Differences in Physical Content Knowledge and their Interrelations with Motivation in a Latent Change Analysis;188
16.2.4;1.4 Surface Level: Teaching Time, Lesson Phases and Types of Interaction;189
16.2.5;1.5 Learning Sequences;190
16.2.6;1.6 Content and Content Structure;190
16.2.7;1.7 Practical Work;191
16.2.8;1.8 Enthusiastic Teaching;192
16.2.9;1.9 Pedagogical Content Knowledge and its Impact on Cognitive Activation;193
16.2.10;1.10 Classroom Management;194
16.2.11;1.11 Constructivist Approach to Teaching;195
16.3;2 General Findings;196
16.3.1;2.1 New Instruments for International Lesson Analyses inScience Education;196
16.3.2;2.2 Patterns of Physics Instruction in Finland, Germany and Switzerland;198
16.3.3;2.3 Conditions for successful Physics Instruction;199
16.3.4;2.4 Open Questions for further Research;200
16.4;3 Further Analyses of our Data;201
16.4.1;3.1 The subtle Role of PCK in Combination with other Variables;201
16.4.2;3.2 Considering the Hierarchical Nature of the Data;202
16.4.3;3.3 Textbooks in Finland and other Countries;202
16.4.4;3.4 Re-thinking the Role of Practical Work in Physics Instruction;203
16.4.5;3.5 Potential Further Research;204
16.5;References;205