From General Science Teaching to Discipline-Specific Science Teaching: Physics Instruction and Students’ Subject-Related Interest Levels During the Transition from Primary to Secondary School

Lena Mareike Walper; Katharina Pollmeier; Kim Lange; Thilo Kleickmann; Kornelia Möller

doi:10.1007/978-3-319-20074-3_18

From General Science Teaching to Discipline-Specific Science Teaching: Physics Instruction and Students’ Subject-Related Interest Levels During the Transition from Primary to Secondary School

Lena Mareike Walper^*
, Katharina Pollmeier
, Kim Lange
, Thilo Kleickmann
, Kornelia Möller

^*Corresponding author for this work

Research output: Contributions to collected editions/works › Chapter › peer-review

4 Citations (Scopus)

Abstract

Research findings indicate that the transition from primary to secondary school involves changes in science teaching and might be a crucial interface for students’ interest development in science and especially in physics. In order to longitudinally describe (1) the changes in physics-related instruction from the students’ perspective as well as (2) the changes in their physics-related interests, the study presented here tracks German students over the key period of ages 10–14. For this purpose, 348 students could be annually surveyed from fourth grade in primary school (av. age 10.31 years) to seventh grade in secondary school (av. age 13.55 years). Variance analyses of the longitudinal data (repeated-measures ANOVAS) confirm that the students’ physics-related interests drop after school transition. Furthermore, the students perceived significant declines in various aspects of the quality of physics-related instruction when they entered secondary school. Gender differences could be identified in some areas.

Original language	English
Title of host publication	Insights from Research in Science Teaching and Learning : Selected Papers from the ESERA 2013 Conference
Editors	Nicos Papadouris, Angela Hadjigeorgiou, Constantinos P. Constantinou
Number of pages	18
Publisher	Springer Science and Business Media B.V.
Publication date	2016
Pages	271-288
ISBN (Print)	978-3-319-37048-4 , 978-3-319-20073-6
ISBN (Electronic)	978-3-319-20074-3
DOIs	https://doi.org/10.1007/978-3-319-20074-3_18
Publication status	Published - 2016
Externally published	Yes

Bibliographical note

Publisher Copyright:
© 2016, Springer International Publishing Switzerland.

Research areas and keywords

Longitudinal study
Primary-secondary interface
Student ratings of instruction
Students’ physics-related interests
Psychology

ASJC Scopus Subject Areas

Education

Access to Document

10.1007/978-3-319-20074-3_18

Cite this

Walper, L. M., Pollmeier, K., Lange, K., Kleickmann, T., & Möller, K. (2016). From General Science Teaching to Discipline-Specific Science Teaching: Physics Instruction and Students’ Subject-Related Interest Levels During the Transition from Primary to Secondary School. In N. Papadouris, A. Hadjigeorgiou, & C. P. Constantinou (Eds.), Insights from Research in Science Teaching and Learning: Selected Papers from the ESERA 2013 Conference (pp. 271-288). (Contributions from Science Education Research; Vol. 2). Springer Science and Business Media B.V.. https://doi.org/10.1007/978-3-319-20074-3_18

Walper, Lena Mareike ; Pollmeier, Katharina ; Lange, Kim et al. / From General Science Teaching to Discipline-Specific Science Teaching : Physics Instruction and Students’ Subject-Related Interest Levels During the Transition from Primary to Secondary School. Insights from Research in Science Teaching and Learning: Selected Papers from the ESERA 2013 Conference. editor / Nicos Papadouris ; Angela Hadjigeorgiou ; Constantinos P. Constantinou. Springer Science and Business Media B.V., 2016. pp. 271-288 (Contributions from Science Education Research).

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abstract = "Research findings indicate that the transition from primary to secondary school involves changes in science teaching and might be a crucial interface for students{\textquoteright} interest development in science and especially in physics. In order to longitudinally describe (1) the changes in physics-related instruction from the students{\textquoteright} perspective as well as (2) the changes in their physics-related interests, the study presented here tracks German students over the key period of ages 10–14. For this purpose, 348 students could be annually surveyed from fourth grade in primary school (av. age 10.31 years) to seventh grade in secondary school (av. age 13.55 years). Variance analyses of the longitudinal data (repeated-measures ANOVAS) confirm that the students{\textquoteright} physics-related interests drop after school transition. Furthermore, the students perceived significant declines in various aspects of the quality of physics-related instruction when they entered secondary school. Gender differences could be identified in some areas.",

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author = "Walper, \{Lena Mareike\} and Katharina Pollmeier and Kim Lange and Thilo Kleickmann and Kornelia M{\"o}ller",

note = "Publisher Copyright: {\textcopyright} 2016, Springer International Publishing Switzerland.",

year = "2016",

doi = "10.1007/978-3-319-20074-3\_18",

language = "English",

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Walper, LM, Pollmeier, K, Lange, K, Kleickmann, T & Möller, K 2016, From General Science Teaching to Discipline-Specific Science Teaching: Physics Instruction and Students’ Subject-Related Interest Levels During the Transition from Primary to Secondary School. in N Papadouris, A Hadjigeorgiou & CP Constantinou (eds), Insights from Research in Science Teaching and Learning: Selected Papers from the ESERA 2013 Conference. Contributions from Science Education Research, vol. 2, Springer Science and Business Media B.V., pp. 271-288. https://doi.org/10.1007/978-3-319-20074-3_18

From General Science Teaching to Discipline-Specific Science Teaching: Physics Instruction and Students’ Subject-Related Interest Levels During the Transition from Primary to Secondary School. / Walper, Lena Mareike; Pollmeier, Katharina; Lange, Kim et al.
Insights from Research in Science Teaching and Learning: Selected Papers from the ESERA 2013 Conference. ed. / Nicos Papadouris; Angela Hadjigeorgiou; Constantinos P. Constantinou. Springer Science and Business Media B.V., 2016. p. 271-288 (Contributions from Science Education Research; Vol. 2).

Research output: Contributions to collected editions/works › Chapter › peer-review

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T1 - From General Science Teaching to Discipline-Specific Science Teaching

T2 - Physics Instruction and Students’ Subject-Related Interest Levels During the Transition from Primary to Secondary School

AU - Walper, Lena Mareike

AU - Pollmeier, Katharina

AU - Lange, Kim

AU - Kleickmann, Thilo

AU - Möller, Kornelia

PY - 2016

Y1 - 2016

N2 - Research findings indicate that the transition from primary to secondary school involves changes in science teaching and might be a crucial interface for students’ interest development in science and especially in physics. In order to longitudinally describe (1) the changes in physics-related instruction from the students’ perspective as well as (2) the changes in their physics-related interests, the study presented here tracks German students over the key period of ages 10–14. For this purpose, 348 students could be annually surveyed from fourth grade in primary school (av. age 10.31 years) to seventh grade in secondary school (av. age 13.55 years). Variance analyses of the longitudinal data (repeated-measures ANOVAS) confirm that the students’ physics-related interests drop after school transition. Furthermore, the students perceived significant declines in various aspects of the quality of physics-related instruction when they entered secondary school. Gender differences could be identified in some areas.

AB - Research findings indicate that the transition from primary to secondary school involves changes in science teaching and might be a crucial interface for students’ interest development in science and especially in physics. In order to longitudinally describe (1) the changes in physics-related instruction from the students’ perspective as well as (2) the changes in their physics-related interests, the study presented here tracks German students over the key period of ages 10–14. For this purpose, 348 students could be annually surveyed from fourth grade in primary school (av. age 10.31 years) to seventh grade in secondary school (av. age 13.55 years). Variance analyses of the longitudinal data (repeated-measures ANOVAS) confirm that the students’ physics-related interests drop after school transition. Furthermore, the students perceived significant declines in various aspects of the quality of physics-related instruction when they entered secondary school. Gender differences could be identified in some areas.

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KW - Student ratings of instruction

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BT - Insights from Research in Science Teaching and Learning

A2 - Papadouris, Nicos

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PB - Springer Science and Business Media B.V.

ER -

Walper LM, Pollmeier K, Lange K, Kleickmann T, Möller K. From General Science Teaching to Discipline-Specific Science Teaching: Physics Instruction and Students’ Subject-Related Interest Levels During the Transition from Primary to Secondary School. In Papadouris N, Hadjigeorgiou A, Constantinou CP, editors, Insights from Research in Science Teaching and Learning: Selected Papers from the ESERA 2013 Conference. Springer Science and Business Media B.V. 2016. p. 271-288. (Contributions from Science Education Research). doi: 10.1007/978-3-319-20074-3_18

From General Science Teaching to Discipline-Specific Science Teaching: Physics Instruction and Students’ Subject-Related Interest Levels During the Transition from Primary to Secondary School

Abstract

Bibliographical note

Research areas and keywords

ASJC Scopus Subject Areas

Access to Document

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Cite this