
Quality of Instruction in Physics
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Content
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]
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