Quality of Instruction in Physics
Comparing Finland, Switzerland and Germany
1st Edition
Published on 1. January 2014
206 pages
978-3-8309-8055-1 (ISBN)
Description
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.
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Hans Ernst Fischer | Peter Labudde | Knut Neumann
Quality of Instruction in Physics
Comparing Finland, Germany and Switzerland
Book
04/2014
1st Edition
Waxmann
€29.90
Shipment within 7-9 days
Content
1 - Buchtitel [Seite 1]
2 - Acknowledgements [Seite 4]
3 - Table of Contents [Seite 5]
4 - Foreword [Seite 7]
5 - 1. Theoretical Framework [Seite 10]
5.1 - Abstract [Seite 10]
5.2 - 1 Instructional Quality [Seite 10]
5.2.1 - 1.1 Instructional Quality and Instructional Outcomes [Seite 14]
5.2.2 - 1.2 Covariates of the Effect of Instructional Quality on Instructional Outcomes [Seite 16]
5.3 - 2 Quality of Instruction in Physics [Seite 17]
5.4 - References [Seite 21]
6 - 2. Design of the Study [Seite 28]
6.1 - Abstract [Seite 28]
6.2 - 1 Approaches and Challenges in Research on Instructional Quality [Seite 28]
6.3 - 2 Research Design and Methodology of the Project [Seite 31]
6.3.1 - 2.1 Research Design [Seite 32]
6.3.2 - 2.2 Participants [Seite 34]
6.3.3 - 2.3 Instruments [Seite 40]
6.3.4 - 2.4 Timeline of the QuIP Project [Seite 42]
6.4 - References [Seite 43]
7 - 3. Uncovering Country Differences in Physics Content Knowledge and their Interrelations with Motivational Outcomes in a Latent Change Analysis [Seite 46]
7.1 - Abstract [Seite 46]
7.2 - 1 Theoretical Background [Seite 46]
7.3 - 2 Research Questions [Seite 48]
7.4 - 3 Method [Seite 49]
7.4.1 - 3.1 Sample [Seite 49]
7.4.2 - 3.2 Instruments [Seite 49]
7.4.3 - 3.3 Data Analysis in a Latent Change Model [Seite 51]
7.5 - 4 Results [Seite 52]
7.5.1 - 4.1 Descriptives [Seite 53]
7.5.2 - 4.2 Country Differences Estimated in a Latent Change Model [Seite 53]
7.5.3 - 4.3 Effects of the Covariates [Seite 54]
7.5.4 - 4.4 Latent Correlations [Seite 55]
7.6 - 5 Discussion [Seite 55]
7.7 - References [Seite 58]
7.8 - Appendix [Seite 60]
8 - 4. Surface Level: Teaching Time, Lesson Phases and Types of Interaction [Seite 61]
8.1 - Abstract [Seite 61]
8.2 - 1 Theoretical Background [Seite 61]
8.3 - 2 Research Questions [Seite 63]
8.4 - 3 Design and Methods [Seite 63]
8.5 - 4 Results [Seite 65]
8.5.1 - 4.1 Teaching Time [Seite 66]
8.5.2 - 4.2 Lesson Phases [Seite 66]
8.5.3 - 4.3 Organisation of Classroom Interaction [Seite 69]
8.6 - 5 Summary and Discussion [Seite 71]
8.7 - References [Seite 73]
8.8 - Acknowledgements [Seite 75]
9 - 5. A Deeper Look inside Teaching Scripts: Learning Process Orientations in Finland, Germany and Switzerland [Seite 76]
9.1 - Abstract [Seite 76]
9.2 - 1 Theoretical Background [Seite 76]
9.3 - 2 Research Questions [Seite 80]
9.4 - 3 Research Design and Methods [Seite 80]
9.5 - 4 Results [Seite 82]
9.6 - 5 Conclusion [Seite 85]
9.7 - References [Seite 86]
10 - 6. Content and Content Structure of Physics Lessons and Students' Learning Gains: Comparing Finland, Germany and Switzerland [Seite 88]
10.1 - Abstract [Seite 88]
10.2 - 1 Theoretical Background [Seite 88]
10.3 - 2 Research Questions [Seite 91]
10.4 - 3 Methods [Seite 91]
10.5 - 4 Results [Seite 95]
10.6 - 5 Discussion and Conclusions [Seite 99]
10.7 - References [Seite 102]
10.8 - Acknowledgements [Seite 103]
10.9 - Appendix [Seite 104]
11 - 7. Practical Work in Physics Instruction: An Opportunity to Learn? [Seite 106]
11.1 - Abstract [Seite 106]
11.2 - 1 Theoretical Background [Seite 106]
11.2.1 - 1.1 Practical Work as Context-Oriented Activity [Seite 108]
11.2.2 - 1.2 Practical Work as Reflexive Activity [Seite 108]
11.2.3 - 1.3 Practical Work as Theory-Driven Activity [Seite 108]
11.3 - 2 Research Questions [Seite 109]
11.4 - 3 Design and Methods [Seite 109]
11.5 - 4 Data Analysis [Seite 112]
11.6 - 5 Results [Seite 114]
11.7 - 6 Discussion [Seite 118]
11.8 - References [Seite 121]
12 - 8. Enthusiastic Teaching and its Impact on Students' Interest and Self-Concept: An Investigation of German Physics Classrooms [Seite 123]
12.1 - Abstract [Seite 123]
12.2 - 1 Theoretical Background [Seite 123]
12.2.1 - 1.1 Enthusiastic Teaching and its Effects on Student Learning [Seite 124]
12.2.2 - 1.2 Effects of Enthusiastic Teaching [Seite 125]
12.2.3 - 1.3 Measuring Enthusiastic Teaching [Seite 126]
12.3 - 2 Research Questions [Seite 126]
12.4 - 3 Methods [Seite 127]
12.4.1 - 3.1 Procedures [Seite 127]
12.4.2 - 3.2 Sample [Seite 127]
12.4.3 - 3.3 Instruments [Seite 127]
12.4.4 - 3.4 Analyses [Seite 129]
12.5 - 4 Results [Seite 130]
12.5.1 - 4.1 Descriptive Results and Preliminary Analyses [Seite 130]
12.5.2 - 4.2 Effects of Enthusiastic Teaching on Students' Self-Concept and Interest [Seite 131]
12.6 - 5 Discussion and Conclusions [Seite 131]
12.6.1 - 5.1 Limitations [Seite 132]
12.6.2 - 5.2 Implications for Future Research [Seite 132]
12.6.3 - 5.3 The Role of Teacher Enthusiasm in overall Quality of Instruction [Seite 133]
12.7 - References [Seite 134]
13 - 9. The Impact of Pedagogical Content Knowledge on Cognitive Activation and Student Learning [Seite 138]
13.1 - Abstract [Seite 138]
13.2 - 1 Theoretical Background [Seite 138]
13.3 - 2 Research Questions [Seite 140]
13.4 - 3 Methods [Seite 140]
13.4.1 - 3.1 Pedagogical Content Knowledge (PCK) Paper-and-Pencil Test [Seite 141]
13.4.2 - 3.2 The Cognitive Activation Coding System [Seite 145]
13.5 - 4 Results [Seite 146]
13.6 - 5 Discussion [Seite 148]
13.7 - References [Seite 150]
14 - 10. Classroom Management [Seite 153]
14.1 - Abstract [Seite 153]
14.2 - 1 Theoretical Background [Seite 153]
14.3 - 2 Research Questions [Seite 154]
14.4 - 3 Instruments and Methods [Seite 155]
14.4.1 - 3.1 Structure and Categories of the Rating System: Overview [Seite 155]
14.4.2 - 3.2 Description of the Categories [Seite 156]
14.4.3 - 3.3 Rating Process [Seite 157]
14.4.4 - 3.4 Sample and Rating Unit [Seite 158]
14.4.5 - 3.5 Reliability [Seite 158]
14.5 - 4 Results [Seite 159]
14.5.1 - 4.1 Rating of the Categories [Seite 159]
14.5.2 - 4.2 Correlations between Classroom Management and other Variables [Seite 160]
14.6 - 5 Discussion [Seite 162]
14.7 - References [Seite 163]
14.8 - Appendix [Seite 166]
15 - 11. Constructivist Approaches to Teaching [Seite 169]
15.1 - Abstract [Seite 169]
15.2 - 1 Theoretical Background [Seite 169]
15.3 - 2 Research Questions [Seite 171]
15.4 - 3 Instruments and Methods [Seite 171]
15.4.1 - 3.1 Structure and Categories of the Rating Instrument: Overview [Seite 171]
15.4.2 - 3.2 The Categories and their Facets [Seite 172]
15.4.3 - 3.3 Rating on the Basis of a four-point Likert Scale [Seite 175]
15.4.4 - 3.4 Sample and Rating Unit [Seite 175]
15.4.5 - 3.5 Reliability [Seite 175]
15.4.6 - 3.6 Exclusions for Further Analyses [Seite 176]
15.5 - 4 Results [Seite 177]
15.5.1 - 4.1 Exploratory Factor Analysis [Seite 177]
15.5.2 - 4.2 Descriptive Overview on the Results and Comparison of the three Country Subsamples [Seite 178]
15.5.3 - 4.3 Correlations between Constructivist Approaches and otherVariables [Seite 179]
15.6 - 5 Discussion [Seite 180]
15.6.1 - 5.1 Rating [Seite 180]
15.6.2 - 5.2 Extent and Quality of Constructivist Approaches (ResearchQuestions 1 and 2) [Seite 181]
15.6.3 - 5.3 Differences between the three [Seite 182]
15.6.4 - 5.4 Correlations with Students' Learning Gain(Research Question 4) [Seite 182]
15.7 - 6 Outlook [Seite 182]
15.8 - References [Seite 183]
16 - 12. Summary and Discussion [Seite 185]
16.1 - Abstract [Seite 185]
16.2 - 1 Summary and Specific Findings of each Book Chapter [Seite 185]
16.2.1 - 1.1 Framework of the Project: the Role of our Model [Seite 185]
16.2.2 - 1.2 Design of the Study: Pre-Measurement, Video Recording of Lessons, and Post-Measurement in the three Countries [Seite 187]
16.2.3 - 1.3 Uncovering Country Differences in Physical Content Knowledge and their Interrelations with Motivation in a Latent Change Analysis [Seite 188]
16.2.4 - 1.4 Surface Level: Teaching Time, Lesson Phases and Types of Interaction [Seite 189]
16.2.5 - 1.5 Learning Sequences [Seite 190]
16.2.6 - 1.6 Content and Content Structure [Seite 190]
16.2.7 - 1.7 Practical Work [Seite 191]
16.2.8 - 1.8 Enthusiastic Teaching [Seite 192]
16.2.9 - 1.9 Pedagogical Content Knowledge and its Impact on Cognitive Activation [Seite 193]
16.2.10 - 1.10 Classroom Management [Seite 194]
16.2.11 - 1.11 Constructivist Approach to Teaching [Seite 195]
16.3 - 2 General Findings [Seite 196]
16.3.1 - 2.1 New Instruments for International Lesson Analyses inScience Education [Seite 196]
16.3.2 - 2.2 Patterns of Physics Instruction in Finland, Germany and Switzerland [Seite 198]
16.3.3 - 2.3 Conditions for successful Physics Instruction [Seite 199]
16.3.4 - 2.4 Open Questions for further Research [Seite 200]
16.4 - 3 Further Analyses of our Data [Seite 201]
16.4.1 - 3.1 The subtle Role of PCK in Combination with other Variables [Seite 201]
16.4.2 - 3.2 Considering the Hierarchical Nature of the Data [Seite 202]
16.4.3 - 3.3 Textbooks in Finland and other Countries [Seite 202]
16.4.4 - 3.4 Re-thinking the Role of Practical Work in Physics Instruction [Seite 203]
16.4.5 - 3.5 Potential Further Research [Seite 204]
16.5 - References [Seite 205]
2 - Acknowledgements [Seite 4]
3 - Table of Contents [Seite 5]
4 - Foreword [Seite 7]
5 - 1. Theoretical Framework [Seite 10]
5.1 - Abstract [Seite 10]
5.2 - 1 Instructional Quality [Seite 10]
5.2.1 - 1.1 Instructional Quality and Instructional Outcomes [Seite 14]
5.2.2 - 1.2 Covariates of the Effect of Instructional Quality on Instructional Outcomes [Seite 16]
5.3 - 2 Quality of Instruction in Physics [Seite 17]
5.4 - References [Seite 21]
6 - 2. Design of the Study [Seite 28]
6.1 - Abstract [Seite 28]
6.2 - 1 Approaches and Challenges in Research on Instructional Quality [Seite 28]
6.3 - 2 Research Design and Methodology of the Project [Seite 31]
6.3.1 - 2.1 Research Design [Seite 32]
6.3.2 - 2.2 Participants [Seite 34]
6.3.3 - 2.3 Instruments [Seite 40]
6.3.4 - 2.4 Timeline of the QuIP Project [Seite 42]
6.4 - References [Seite 43]
7 - 3. Uncovering Country Differences in Physics Content Knowledge and their Interrelations with Motivational Outcomes in a Latent Change Analysis [Seite 46]
7.1 - Abstract [Seite 46]
7.2 - 1 Theoretical Background [Seite 46]
7.3 - 2 Research Questions [Seite 48]
7.4 - 3 Method [Seite 49]
7.4.1 - 3.1 Sample [Seite 49]
7.4.2 - 3.2 Instruments [Seite 49]
7.4.3 - 3.3 Data Analysis in a Latent Change Model [Seite 51]
7.5 - 4 Results [Seite 52]
7.5.1 - 4.1 Descriptives [Seite 53]
7.5.2 - 4.2 Country Differences Estimated in a Latent Change Model [Seite 53]
7.5.3 - 4.3 Effects of the Covariates [Seite 54]
7.5.4 - 4.4 Latent Correlations [Seite 55]
7.6 - 5 Discussion [Seite 55]
7.7 - References [Seite 58]
7.8 - Appendix [Seite 60]
8 - 4. Surface Level: Teaching Time, Lesson Phases and Types of Interaction [Seite 61]
8.1 - Abstract [Seite 61]
8.2 - 1 Theoretical Background [Seite 61]
8.3 - 2 Research Questions [Seite 63]
8.4 - 3 Design and Methods [Seite 63]
8.5 - 4 Results [Seite 65]
8.5.1 - 4.1 Teaching Time [Seite 66]
8.5.2 - 4.2 Lesson Phases [Seite 66]
8.5.3 - 4.3 Organisation of Classroom Interaction [Seite 69]
8.6 - 5 Summary and Discussion [Seite 71]
8.7 - References [Seite 73]
8.8 - Acknowledgements [Seite 75]
9 - 5. A Deeper Look inside Teaching Scripts: Learning Process Orientations in Finland, Germany and Switzerland [Seite 76]
9.1 - Abstract [Seite 76]
9.2 - 1 Theoretical Background [Seite 76]
9.3 - 2 Research Questions [Seite 80]
9.4 - 3 Research Design and Methods [Seite 80]
9.5 - 4 Results [Seite 82]
9.6 - 5 Conclusion [Seite 85]
9.7 - References [Seite 86]
10 - 6. Content and Content Structure of Physics Lessons and Students' Learning Gains: Comparing Finland, Germany and Switzerland [Seite 88]
10.1 - Abstract [Seite 88]
10.2 - 1 Theoretical Background [Seite 88]
10.3 - 2 Research Questions [Seite 91]
10.4 - 3 Methods [Seite 91]
10.5 - 4 Results [Seite 95]
10.6 - 5 Discussion and Conclusions [Seite 99]
10.7 - References [Seite 102]
10.8 - Acknowledgements [Seite 103]
10.9 - Appendix [Seite 104]
11 - 7. Practical Work in Physics Instruction: An Opportunity to Learn? [Seite 106]
11.1 - Abstract [Seite 106]
11.2 - 1 Theoretical Background [Seite 106]
11.2.1 - 1.1 Practical Work as Context-Oriented Activity [Seite 108]
11.2.2 - 1.2 Practical Work as Reflexive Activity [Seite 108]
11.2.3 - 1.3 Practical Work as Theory-Driven Activity [Seite 108]
11.3 - 2 Research Questions [Seite 109]
11.4 - 3 Design and Methods [Seite 109]
11.5 - 4 Data Analysis [Seite 112]
11.6 - 5 Results [Seite 114]
11.7 - 6 Discussion [Seite 118]
11.8 - References [Seite 121]
12 - 8. Enthusiastic Teaching and its Impact on Students' Interest and Self-Concept: An Investigation of German Physics Classrooms [Seite 123]
12.1 - Abstract [Seite 123]
12.2 - 1 Theoretical Background [Seite 123]
12.2.1 - 1.1 Enthusiastic Teaching and its Effects on Student Learning [Seite 124]
12.2.2 - 1.2 Effects of Enthusiastic Teaching [Seite 125]
12.2.3 - 1.3 Measuring Enthusiastic Teaching [Seite 126]
12.3 - 2 Research Questions [Seite 126]
12.4 - 3 Methods [Seite 127]
12.4.1 - 3.1 Procedures [Seite 127]
12.4.2 - 3.2 Sample [Seite 127]
12.4.3 - 3.3 Instruments [Seite 127]
12.4.4 - 3.4 Analyses [Seite 129]
12.5 - 4 Results [Seite 130]
12.5.1 - 4.1 Descriptive Results and Preliminary Analyses [Seite 130]
12.5.2 - 4.2 Effects of Enthusiastic Teaching on Students' Self-Concept and Interest [Seite 131]
12.6 - 5 Discussion and Conclusions [Seite 131]
12.6.1 - 5.1 Limitations [Seite 132]
12.6.2 - 5.2 Implications for Future Research [Seite 132]
12.6.3 - 5.3 The Role of Teacher Enthusiasm in overall Quality of Instruction [Seite 133]
12.7 - References [Seite 134]
13 - 9. The Impact of Pedagogical Content Knowledge on Cognitive Activation and Student Learning [Seite 138]
13.1 - Abstract [Seite 138]
13.2 - 1 Theoretical Background [Seite 138]
13.3 - 2 Research Questions [Seite 140]
13.4 - 3 Methods [Seite 140]
13.4.1 - 3.1 Pedagogical Content Knowledge (PCK) Paper-and-Pencil Test [Seite 141]
13.4.2 - 3.2 The Cognitive Activation Coding System [Seite 145]
13.5 - 4 Results [Seite 146]
13.6 - 5 Discussion [Seite 148]
13.7 - References [Seite 150]
14 - 10. Classroom Management [Seite 153]
14.1 - Abstract [Seite 153]
14.2 - 1 Theoretical Background [Seite 153]
14.3 - 2 Research Questions [Seite 154]
14.4 - 3 Instruments and Methods [Seite 155]
14.4.1 - 3.1 Structure and Categories of the Rating System: Overview [Seite 155]
14.4.2 - 3.2 Description of the Categories [Seite 156]
14.4.3 - 3.3 Rating Process [Seite 157]
14.4.4 - 3.4 Sample and Rating Unit [Seite 158]
14.4.5 - 3.5 Reliability [Seite 158]
14.5 - 4 Results [Seite 159]
14.5.1 - 4.1 Rating of the Categories [Seite 159]
14.5.2 - 4.2 Correlations between Classroom Management and other Variables [Seite 160]
14.6 - 5 Discussion [Seite 162]
14.7 - References [Seite 163]
14.8 - Appendix [Seite 166]
15 - 11. Constructivist Approaches to Teaching [Seite 169]
15.1 - Abstract [Seite 169]
15.2 - 1 Theoretical Background [Seite 169]
15.3 - 2 Research Questions [Seite 171]
15.4 - 3 Instruments and Methods [Seite 171]
15.4.1 - 3.1 Structure and Categories of the Rating Instrument: Overview [Seite 171]
15.4.2 - 3.2 The Categories and their Facets [Seite 172]
15.4.3 - 3.3 Rating on the Basis of a four-point Likert Scale [Seite 175]
15.4.4 - 3.4 Sample and Rating Unit [Seite 175]
15.4.5 - 3.5 Reliability [Seite 175]
15.4.6 - 3.6 Exclusions for Further Analyses [Seite 176]
15.5 - 4 Results [Seite 177]
15.5.1 - 4.1 Exploratory Factor Analysis [Seite 177]
15.5.2 - 4.2 Descriptive Overview on the Results and Comparison of the three Country Subsamples [Seite 178]
15.5.3 - 4.3 Correlations between Constructivist Approaches and otherVariables [Seite 179]
15.6 - 5 Discussion [Seite 180]
15.6.1 - 5.1 Rating [Seite 180]
15.6.2 - 5.2 Extent and Quality of Constructivist Approaches (ResearchQuestions 1 and 2) [Seite 181]
15.6.3 - 5.3 Differences between the three [Seite 182]
15.6.4 - 5.4 Correlations with Students' Learning Gain(Research Question 4) [Seite 182]
15.7 - 6 Outlook [Seite 182]
15.8 - References [Seite 183]
16 - 12. Summary and Discussion [Seite 185]
16.1 - Abstract [Seite 185]
16.2 - 1 Summary and Specific Findings of each Book Chapter [Seite 185]
16.2.1 - 1.1 Framework of the Project: the Role of our Model [Seite 185]
16.2.2 - 1.2 Design of the Study: Pre-Measurement, Video Recording of Lessons, and Post-Measurement in the three Countries [Seite 187]
16.2.3 - 1.3 Uncovering Country Differences in Physical Content Knowledge and their Interrelations with Motivation in a Latent Change Analysis [Seite 188]
16.2.4 - 1.4 Surface Level: Teaching Time, Lesson Phases and Types of Interaction [Seite 189]
16.2.5 - 1.5 Learning Sequences [Seite 190]
16.2.6 - 1.6 Content and Content Structure [Seite 190]
16.2.7 - 1.7 Practical Work [Seite 191]
16.2.8 - 1.8 Enthusiastic Teaching [Seite 192]
16.2.9 - 1.9 Pedagogical Content Knowledge and its Impact on Cognitive Activation [Seite 193]
16.2.10 - 1.10 Classroom Management [Seite 194]
16.2.11 - 1.11 Constructivist Approach to Teaching [Seite 195]
16.3 - 2 General Findings [Seite 196]
16.3.1 - 2.1 New Instruments for International Lesson Analyses inScience Education [Seite 196]
16.3.2 - 2.2 Patterns of Physics Instruction in Finland, Germany and Switzerland [Seite 198]
16.3.3 - 2.3 Conditions for successful Physics Instruction [Seite 199]
16.3.4 - 2.4 Open Questions for further Research [Seite 200]
16.4 - 3 Further Analyses of our Data [Seite 201]
16.4.1 - 3.1 The subtle Role of PCK in Combination with other Variables [Seite 201]
16.4.2 - 3.2 Considering the Hierarchical Nature of the Data [Seite 202]
16.4.3 - 3.3 Textbooks in Finland and other Countries [Seite 202]
16.4.4 - 3.4 Re-thinking the Role of Practical Work in Physics Instruction [Seite 203]
16.4.5 - 3.5 Potential Further Research [Seite 204]
16.5 - References [Seite 205]
