Evaluation of a Theory of Instructional Sequences for Physics Instruction

Autor/inn/en	Wackermann, Rainer; Trendel, Georg; Fischer, Hans E.
Titel	Evaluation of a Theory of Instructional Sequences for Physics Instruction
Quelle	In: International Journal of Science Education, 32 (2010) 7, S.963-985 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Physics; Science Instruction; Learning Processes; Models; Theory Practice Relationship; Outcomes of Education; Teacher Education Programs; Program Evaluation; Secondary School Teachers; Teacher Attitudes; Beliefs; Video Technology; Student Attitudes; Secondary School Students; Educational Quality; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Learning process; Lernprozess; Analogiemodell; Theorie-Praxis-Beziehung; Lernleistung; Schulerfolg; Programme evaluation; Programmevaluation; Lehrerverhalten; Belief; Glaube; Schülerverhalten; Sekundarschüler; Quality of education; Bildungsqualität; Ausland; Deutschland
Abstract	The background of the study is the theory of "basis models of teaching and learning", a comprehensive set of models of learning processes which includes, for example, learning through experience and problem-solving. The combined use of different models of learning processes has not been fully investigated and it is frequently not clear under what circumstances a particular model should be used by teachers. In contrast, the theory under investigation here gives guidelines for choosing a particular model and provides instructional sequences for each model. The aim is to investigate the implementation of the theory applied to physics instruction and to show if possible effects for the students may be attributed to the use of the theory. Therefore, a theory-oriented education programme for 18 physics teachers was developed and implemented in the 2005/06 school year. The main features of the intervention consisted of coaching physics lessons and video analysis according to the theory. The study follows a pre-treatment-post design with non-equivalent control group. Findings of repeated-measures ANOVAs show large effects for teachers' subjective beliefs, large effects for classroom actions, and small to medium effects for student outcomes such as perceived instructional quality and student emotions. The teachers/classes that applied the theory especially well according to video analysis showed the larger effects. The results showed that differentiating between different models of learning processes improves physics instruction. Effects can be followed through to student outcomes. The education programme effect was clearer for classroom actions and students' outcomes than for teachers' beliefs. (Contains 6 tables and 4 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10