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Academic self-concepts and interests are among the most important motivational constructs in educational psychology. Gender differences in these constructs are in accordance with prevailing stereotypes: Whereas boys typically report higher self-concepts and interests in mathematics and science, girls show higher self-concepts and interests in verbal subjects. So far, the few studies examining temporal changes in these variables between student cohorts indicate a decline in Germany. A recent study showed that this decline in student motivation might be more pronounced for boys, particularly in mathematics and science. Although motivational constructs and academic achievement are related, differences in academic achievement between cohorts have not been explored as a possible explanation for cohort trends in self-concepts and interests. Therefore, we examined (a) if cohort trends in students' school subject-specific motivation vary by gender and especially (b) if potential (gender-specific) cohort trends in student motivation can be explained by cohort trends in students' academic achievements (test performance, grades). To do so, we analyzed data of the IQB national assessment studies of student achievement with approx. 25,000 ninth-grade students in 2012 and 2018 (mathematics, physics, chemistry, biology) and with approx. 35,000 ninth-grade students in 2009 and 2015 (German), respectively. Comparing cohorts, girls' self-concepts and interests in mathematics and science did not vary substantially or were marginally higher for the second measurement point (–0.05 >≤ d >≤ 0.07). For boys, however, we found significant declines in self-concepts and interests (–0.31 >≤ d >≤ –0.08). The decline in boys' interest in mathematics was substantial (d = –0.31). For the subject German, self-concepts increased slightly for girls (d = 0.07) and boys (d = 0.06). In all examined subjects, these gender-specific trends in motivation remained widely stable after accounting for academic achievement differences between cohorts. The results are discussed in terms of various explanations for (gender-specific) trends in student motivation. [ABSTRACT FROM AUTHOR]

Klimaauswirkungen auf Ozean und Atmosphäre im Labor untersuchen: Der Arbeitstitel hinter dem Akronym KOALa ist Programm. Das Schülerlabor strebt an, das Bewusstsein für die Problematik der Ozeanversauerung sowie einen verantwortungsvollen Umgang mit Ressourcen zu schärfen und bietet zugleich fundierte Einblicke in naturwissenschaftliche Arbeitsweisen. Mithilfe einer experimentbasierten Adaption der Mystery‐Methode werden Schüler:innen an forschendes Lernen herangeführt und durch ein Modellexperiment zu den Auswirkungen der Verbrennung fossiler Brennstoffe auf die Meereschemie sensibilisiert. Dies soll zudem Analogiebildung und Transferfähigkeit stärken. Im Artikel werden Einblicke in die methodischen Besonderheiten, das Konzept und den Ablauf des Programms gegeben sowie erste Ergebnisse aus der wissenschaftlichen Begleitforschung zu Interessensquellen während der Ausübung naturwissenschaftlicher Tätigkeiten vorgestellt. [ABSTRACT FROM AUTHOR]

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Abstract: Teachers' assessment of students' performance on complex tasks, such as writing, is important both for their teaching and for students' learning. Teachers must be able and motivated to assess texts correctly. According to theoretical assumptions, feedback can help promote the diagnostic competencies required to assess texts correctly, but, up until now, no empirical studies have examined the effects of accuracy feedback on teachers' assessments. We conducted an experimental study comparing the effects of two feedback interventions with a practice-only control group on teachers' assessment accuracy and motivation. Student teachers (n = 181) and experienced teachers (n = 114) assessed 10 students' texts in all groups. The feedback in both of the feedback groups showed the teachers a comparison between their own assessments and correct assessments. We varied the feedback presentation between one single presentation after five texts and single presentations after each of the first five texts. We measured assessment accuracy and situational interest, which conceptualizes motivation, to assess the next five texts. The results showed that feedback promoted situational interest but not assessment accuracy. We discuss why teachers found feedback interesting and under what circumstances training interventions could be useful. [ABSTRACT FROM AUTHOR]

Psykologi er blitt et svært populært programfag blant elever på studiespesialiserende utdanningsprogram. Det er tre hypoteser om hvorfor elever velger psykologi: (1) At det er et fag det er lett å få gode karakterer i, rigour hypothesis, (2) at elever med psykiske utfordringer velger faget som verktøy for selvterapi, therapy hypothesis, og (3) at faget velges fordi det oppfattes som et interessant fag, sexy subject hypothesis. I denne studien er det gjort en hybrid tematisk analyse av 196 tekstsvar, samlet inn i skoleårene 2017– 2018 til 2020–2021 fra 157 elever, om hvorfor de har valgt psykologi. 103 av elevene har ikke hatt faget tidligere, mens 54 har ett års erfaring med faget. Henholdsvis 83,5 og 90,7 prosent oppgir å ha valgt faget på bakgrunn av interesse, mens 4,9 og 5,6 prosent oppfatter det som et lett fag. 8,7 og 3,7 prosent har valgt faget som følge av egne psykiske utfordringer. I denne studien er det videre undersøkt hva det er i psykologifaget elevene finner interessant. I tillegg til at elevene uttrykker en generell interesse for psykologifaget, oppgir de at de oppfatter faget som relevant for eget liv både med tanke på å forstå seg selv, å samhandle med andre, som forberedelse til fremtidig studie/yrke og for å lære mer om psykisk helse. ENGLISH ABSTRACT Why psychology is a popular choice in upper secondary school in Norway Psychology is a popular subject among students in upper secondary school. There are three hypotheses on why students choose psychology: (1) The subject is perceived to be an easy subject, «Rigour hypothesis», (2) students use the subject as a form of self- therapy, «Therapy hypothesis», and (3) interest in the subject content, «Sexy subject hypothesis». In this study, 196 short texts from 157 students stating their motivation for choosing psychology were collected from school year 2017–2018 to 2020–2021 and analysed using a hybrid thematic method. For students who have no previous experience with the subject (n = 103), 83.5 per cent chose the subject out of interest, 4.9 per cent perceived it as an easy subject, and 8.7 per cent expressed that they chose the subject due to mental health challenges. For students with one year experience (n = 54), the choice was motivated by interest for 90.7 per cent of the students, while 5.6 per cent chose it because they perceived it as an easy subject, and 3.7 per cent chose the subject due to mental health challenges. In this study, it is further investigated what it is in psychology that the students find interesting. In addition to the students expressing a general interest in the subject of psychology, they state that they perceive the subject as relevant to their own lives both in terms of understanding themselves, interacting with others, as preparation for future study/profession and to learn more about mental health.

Apresentação à tradução de “Existe um interesse emancipatório do conhecimento?”, de Axel Honneth.

No texto a seguir, Axel Honneth se pergunta se, em conformidade com os postulados da Teoria Crítica, existe um interesse emancipatório do conhecimento. Para responder à questão, o autor passa em revista o projeto de uma teoria crítica, desde sua origem no hegelianismo de esquerda até a formulação de uma teoria do conhecimento emancipatório, no livro Conhecimento e interesse, de Jürgen Habermas. A seguir, Honneth explora quatro alternativas que responderiam à pergunta sobre a existência do interesse emancipatório do conhecimento (a tradição de Rousseau e Kant, a psicanálise de Freud, a teoria política de Marx e a teoria do conflito inspirada em Hegel e Dewey). Na parte final do estudo, Honneth defende a ideia de que o interesse emancipatório do conhecimento se assenta sobre a interpretação crítica de normas já existentes e na tentativa de desmascaramento de sua aplicação insuficientemente justa por parte de grupos dominados.

Academic interest and academic self-concept are important correlated motivational variables. Their common factorial structure and their shared (confounded) and non-shared (unique) power for predicting subject-tied academic achievement has not yet been satisfactorily investigated. This study investigated 588 Chinese adolescents. Two subject-tied interests and the corresponding subject-tied self-concepts were measured. The associated school marks were collected. The major subject German (first foreign language) was chosen to represent the verbal oriented school subjects, the major subject Maths was chosen to represent the numerical oriented ones. Confirmatory factor analyses (CFAs) evidenced two motivational factors (academic interest and academic self-concept) within each school subject and two subject factors (German and Maths) within each motivational construct. Joined CFAs (which included all interest as well as all self-concept items) revealed four factors (interest German, interest Maths, self-concept German, self-concept Maths). Accordingly, four motivational scales were formed. Each scale consisted of five items. The scales had high reliabilities and displayed good convergent-divergent validities. Both motivational scales together accounted for 41.0% (German) and 22.3% (Maths) of the total achievement variance. Of these, the common (fused) shares were 19.8% (German) and 12.4% (Maths). The proportions of the total achievement variance that could be explained exclusively by only one of the two motivational variables amounted to 0.3% (interest) and 20.9% (self-concept) for German. Theses figures were 0.1% (interest) and 9.8% (self-concept) for Maths. The discussion underscores that subject-specific academic interest and subject-specific academic selfconcept, while highly correlated, should still be considered distinct constructs. A subject-tied self-concept remains an important predictor of academic achievement even after controlling for the assigned interest. The situation is different in the case of subject-tied interest. Its predictive power for academic achievement collapses after controlling for the associated selfconcept. [ABSTRACT FROM AUTHOR]

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Notre travail s’articule sur les effets juridiques de l’union de fait en droit congolais. Il ressort que la majorité de la population de cette dernière forme leur famille en union de fait. Cependant, elle est totalement ignorée par le système juridique du pays. Elle est le règne de l’absence de règle, de la liberté individuelle, pourtant, elle crée une situation contractuelle dont les partenaires n’ont pas rempli les conditions légales pour son imposabilité aux tiers. Certes qu’il existe plusieurs facteurs qui favorisent l’union de fait notamment : le mariage précédent non encore dissout pour l’une ou des deux personnes, le refus de l’institution du mariage et de ses effets civils, le coût excessif de la dot, l’interdiction, la prohibition de mariage due à la parenté et à l’alliance. Compte tenu des traits de ressemblance entre le mariage et l’union de fait, cette dernière a des conditions de validité qui sont : les conditions de fond qui comprend le consentement et la capacité et les conditions de forme qui est la liberté « vive la liberté ». Dans la gestion quotidienne du foyer, les intéressés engendrent des droits et des obligations notamment la contribution aux charges du ménage, la solidarité des dettes y afférentes. Le Code de la famille congolais n´ayant pas institutionnalisé l’union de fait, il y a l’inexistence du régime légal, l’absence de devoirs pécuniaires et l’absence sur l’effet sur la personne. Ce qui laisse présager une insécurité juridique pour les personnes qui vivent sous ce régime. A l’occasion d’une rupture ou d’un décès que le droit intervient dans le concubinage, quand il appert de liquider les intérêts en présence, tout en se rapportant au fait que les deux ont vécu ensemble comme concubins. En République Démocratique du Congo, cette matière est réglée par l’acte uniforme sur le droit des sociétés commerciales et du groupement d’intérêt économique adopté le 30 janvier 2014. L’article 868 de l’acte précité dispose qu’en cas de séparation ou de décès des concubins les moyens de parvenir à un partage entre eux est de considérer qu’il a existé entre eux une société créée de fait, un contrat du travail, l’enrichissement sans cause et y a eu possession d’état d’époux.

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O objetivo deste artigo é produzir uma resenha crítica de textos selecionados da obra do filósofo e pedagogo estadunidense John Dewey (1859 - 1952). Dividindo o texto em temas, a análise concentra-se em três pontos principais: a inclusão do “interesse” no processo educativo, a experiência objetiva como guia do ato de educar e a estruturação de uma educação para a democracia. Reconstrói-se brevemente a estrutura argumentativa do autor, baseando-se na revisitação bibliográfica e crítica feita por Robert B. Westbrook (2010) e em uma entrevista de Cristiane Trindade (2019). O método de análise aqui empregado é baseado na interpretação das ideias-chave do autor, visando apreender de que maneira Dewey imaginou e praticou sua pedagogia. Por fim, objetiva-se passar em vista duas críticas ao pensamento do autor, bem como tocar na atualidade de sua herança teórica, construindo um paralelo entre tais ideias e os conflitos que vivemos atualmente, principalmente no que tange a defesa da democracia.

Women's football has been becoming popular in recent years, unfortunately in Latin America, more specifically in Ecuador, it is still a little seen sport and of low interest. This research paper seeks to analyze what role national televised media play in the development, growth and professionalization of this category of the most popular sport in the country, and the interest that Ecuadorian viewers have in consuming national women's soccer. Based on a quantitative and qualitative methodology, this research contains results of a survey conducted with the fans of the Ecuadorian club Liga Deportiva Universitaria, through the team's official mobile app; in addition to an interview with 4 Ecuadorian sports journalists about the current situation of the media with respect to women's football. [ABSTRACT FROM AUTHOR]

Este trabalho propôs a elaboração e avaliação de um módulo didático de introdução à Química, voltado especificamente para turmas de EJA. Um produto educacional baseado em sugestões de pesquisas contemporâneas da área de ensino de Química e em recomendações das atuais Diretrizes Curriculares Nacionais para a Educação Básica. A fim de introduzir os jovens e adultos nos estudos de Química, foi proposto uma combinação de atividades de leitura e interpretação de textos, Mão na massa e POE (Prediga, Observe e Explique), colocada em prática em uma turma de vinte alunos da primeira etapa EJA/Ensino Médio (período noturno) de uma escola pública da cidade de Belém/PA. Dados de pesquisa foram coletados e analisados de forma qualitativa, a fim de averiguar mudanças comportamento, insights e eventuais aprendizagens dos alunos, tendo como referência técnicas de etnografia escolar e análise de conteúdo. São discutidas algumas evidências de que o conjunto de atividades proposto tem potencial didático para ativar e manter o interesse e envolvimento e de alunos da Educação de Jovens e Adultos (EJA) na aprendizagem de Química.

Resumo Este artigo argumenta que James Harrington é um defensor do conflito político, de um modo diverso ao de Maquiavel, porque para esse os humores (dos grandes e do povo) estão em contrariedade. Para Harrington, o conflito se faz a partir do interesse pela riqueza na forma de propriedade. Os homens, apesar de possuírem o mesmo interesse, têm capacidades distintas de realizá-lo, configurando a natural aristocracy. Por isso, aqueles que possuem sabedoria, os senadores, devem propor as leis e o povo, soberano da assembleia, deve escolhê-las. Tal divisão de poderes e separação de funções supõe um conflito institucionalizado entre as casas. Em parte, o senado tem seus interesses atendidos, em parte, a assembleia tem o seu, pois senão, nenhuma lei seria aprovada. A realização parcial do interesse, por motivos diversos, confirma o maquiavelismo de Harrington.

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O consenso de que o futebol é um dos conteúdos mais presentes nas aulas de Educação Física, nem sempre se aplica quando referido à prática feminina. Esse estudo tem como objetivo apresentar a perspectiva de alunas do Ensino Médio sobre o interesse na prática do Futebol feminino nas aulas de Educação Física nas escolas públicas estaduais do município de Santa Cruz do Rio Pardo-SP. Foi utilizado questionário com questões abertas e parcialmente abertas aplicado a 47 participantes. Utilizou-se como referencial pressupostos da teoria da relação com o saber proposta por Bernard Charlot. Foram utilizadas na pesquisa análise de conteúdo e análise quantitativa, descrevendo a frequência absoluta e relativa. Os resultados indicam que 70% das participantes passaram por experiências com o esporte na escola. Em relação ao interesse pela prática, sentimentos positivos como “gostar, achar legal e interessante” foram os principais motivos apontados, enquanto que, os sentimentos negativos, como “não gostar e não agradar”, além de impedimentos por parte dos meninos e falta de colegas praticantes para jogarem juntas na aula foram apontados como motivos que as levam ao desinteresse. Conclui-se que aspectos intrínsecos e extrínsecos influenciam a participação de alunas na prática de Futebol nas aulas, sendo que o professor tem acesso, por lógica, apenas aos fatores extrínsecos. Por isso, é importante o trabalho com esse conteúdo na escola e o estímulo para que elas também pratiquem, em turmas mistas ou exclusivamente femininas, para que, assim, possam construir sentidos e atribuir valor maior ou menor à modalidade em suas vidas.

Viele (zukünftige) Sachunterrichtslehrkräfte haben geringe Selbstwirksamkeitserwartungen und teils auch ein geringes Interesse hinsichtlich des Unterrichtens von naturwissenschaftlichen und technischen Inhalten. Gleichzeitig mangelt es an der Beforschung von universitären Lehrkonzepten, welche versuchen, die Entwicklung dieser motivationalen Orientierungen in Bezug auf mehrere sachunterrichtliche Bezugsfächer parallel positiv zu beeinflussen. Dies ist auch aufgrund des perspektivenvernetzenden Charakters des Faches relevant. Im Beitrag wird daher mithilfe eines quasi-experimentellen Pre-Post-Interventions-Baseline-Gruppen-Designs untersucht, ob sich durch einen Kurs, in dem die Bezugsfächer Biologie, Chemie, Physik und Technik vernetzt vermittelt werden, die Interessen und Selbstwirksamkeitserwartungen von n = 202 Grundschullehramtsstudierenden verändern. Während sich in der Baselinegruppe, die nicht an der Lehrveranstaltung teilnahm, die Selbstwirksamkeitserwartungen nicht signifikant ändern und die Interessen teils abnehmen, ist bei der Interventionsgruppe eine positive Entwicklung – gerade in Bezug auf die Selbstwirksamkeitserwartungen – festzustellen. Es zeigt sich zudem bei der Entwicklung der Sachinteressen ein leichter Vorteil für die Teilnehmenden der Lehrveranstaltung als Blockkursformat im Gegensatz zu jenen, die an einem wöchentlichen Format partizipierten. Keine signifikanten Unterschiede in der Veränderung der motivationalen Orientierungen bestehen hinsichtlich des Studienschwerpunktes. Grundschullehramtsstudierende mit und ohne ‚Naturwissenschaften und Technik‘ als Studienfach profitieren gleichermaßen von der Lehrveranstaltung.

Os debates públicos sobre o fenômeno do negacionismo parecem se pautar sobre a ambiguidade da noção de engano: os “negacionistas profissionais” seriam aqueles que enganam, os cientistas seriam os que não (se) enganam e as “pessoas comuns” seriam as mais suscetíveis a se enganarem ou serem enganadas. Porém, estudos mostram que os negacionistas consideram sua própria atitude como uma precaução contra o engano; por isso, explicações que os tratam como anticientificistas, antidemocráticos e ignorantes não dão conta do fenômeno em toda sua complexidade. Neste artigo, recorro à noção nietzschiana de “vontade de verdade” para pensar o negacionismo como um efeito deletério da imagem da ciência como um escudo desinteressado contra o engano. Mais que isso, examino a hipótese de que a oposição verdade/engano nos torna a todos potenciais negacionistas, e proponho, como proteção contra esse risco, admitir os interesses que levam as pessoas a disputar os fatos científicos. Discuto também o contexto sociopolítico no qual o negacionismo pôde emergir e apresento alguns caminhos para uma noção de verdade mais condizente com as “questões de preocupação” (matters of concern) atuais.

Häufig wird vom negativen Entwicklungstrend des Interesses sowie der selbstbestimmten Motivationsqualität im Verlauf der Sekundarstufe I berichtet. Studien zu diesen Entwicklungstrends, im Besonderen für das Fach Biologie, liegen jedoch nur spärlich oder veraltet vor. Die vorliegenden Querschnittsstudien untersuchten daher, ob sich die motivationalen Voraussetzungen von Schülerinnen und Schülern im Biologieunterricht zwischen den verschiedenen Jahrgangsstufen der Sekundarstufe I unterscheiden. Hierfür wurden 845 Schülerinnen und Schüler der Jahrgangsstufen 5 bis 9 bezüglich ihrer selbst- und fremdbestimmten motivationalen Regulation im Biologieunterricht sowie 1187 Schülerinnen und Schüler dieser Jahrgangsstufen bezüglich ihres individuellen Interesses an biologischen Themen befragt. Signifikante Unterschiede in der selbstbestimmten motivationalen Regulation sowie im individuellen Interesse bestehen im Vergleich jeder Jahrgangsstufe mit den jeweils vorhergehenden Jahrgangsstufen. In den vorhergehenden Jahrgangsstufen sind die selbstbestimmte motivationale Regulation sowie das individuelle Interesse höher ausgeprägt als in der jeweils untersuchten Jahrgangsstufe. Eine Ausnahme bildet der Vergleich des individuellen Interesses in der Jahrgangsstufe 9 und vorhergehenden Jahrgangsstufen. Für diesen Vergleich sowie für alle jahrgangsstufenspezifische Vergleiche der fremdbestimmten motivationalen Regulation sind keine signifikanten Unterschiede zu verzeichnen.

This article presents how an inquiry-based teaching unit designed for the regular classroom can support the motivation and learning of gifted students. Inquiry-based teaching was conducted with such students, and data were gathered via anonymous questionnaires in which the students were asked how they perceived the learning activities. The responses were clustered around five themes: instructive teaching, deep learning, interest, variation and mastering. Our results indicate that these five aspects support students’ learning directly and indirectly through motivation. The inquiry-based teaching unit is distinct in that it allows the learner to immerse him or herself in a topic of interest and in varied and advanced tasks, deepening subject knowledge and enhancing practical and creative ways of working. The relevance and applications of the subject knowledge were found to be additional motivating factors. The teaching unit provides examples of several adaptation strategies recommended for gifted students integrated into the regular classroom.

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L’intégration de disciplines scolaires telles que les sciences et la mathématique (S-M) permet de favoriser l’intérêt des élèves et le sentiment d’efficacité personnelle (SEP). Cependant, peu de questionnaires semblent avoir été développés pour mesurer ces variables perceptuelles dans ce type de contexte. Il ne semble pas non plus en exister qui soient adaptés pour les élèves du primaire au sein d’écoles défavorisées et multiculturelles. Cet article rapporte les résultats du processus de validation d’un tel questionnaire comprenant six échelles auprès de 1553 élèves de 5e ou 6e année dans des écoles de la région de Montréal, au Canada. Dans sa version finale, le Questionnaire sur l’intégration de la mathématique et des sciences (QIMS) permet de mesurer six variables perceptuelles : le SEP en sciences, le SEP en mathématique, l’intérêt pour les sciences, l’intérêt pour la mathématique, l’intérêt pour les activités intégrées S-M ainsi que la perception du lien entre sciences et mathématique. À notre connaissance, les deux dernières variables n’ont jamais été mesurées et les échelles proposées pour les mesurer sont inédites.

The integration of academic disciplines such as science and mathematics (M&S) can help foster students’ interest and sense of self-efficacy (S-E). However, few questionnaires appear to have been developed to measure these perceptual variables in this type of context. Nor do any appear to exist that are suitable for elementary students from low-income and multicultural schools. This article reports the results of the validation process of such a questionnaire comprising six scales conducted among 1,553 Grade 5 or 6 students from schools in Canada’s Montréal area. In its final version, the Science and Mathematics Integration Questionnaire (SMIQ) measures six perceptual variables: S-E in science, S-E in mathematics, interest in science, interest in mathematics, interest in integrated M&S activities and perception of the links between science and mathematics. To our knowledge, the last two variables have never been measured and the proposed scales to measure them are new.

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The school subject natural sciences is awarded great potential. Due to the dissolution of the disciplinary borders of the three scientific disciplines biology, chemistry and physics, the educational content can be taught in an interdisciplinary way. Because of the combined subjects, everyday contexts as well as the gender equality can be easily integrated into the teaching. There are few empirical studies, which compare the two forms of education, specialized chemistry class and integrated natural sciences, and thus examine, to what extent the potential of natural sciences is exploited. In the article a study is presented, in which students of secondary level (N=509) are questioned about their interests in chemical topics, contexts and activities as well as their perceived self‐efficacy in chemical contents. [ABSTRACT FROM AUTHOR]

Vorgestellt wird eine 90-minütige Einführungssitzung in die Botanik mit Bezügen zu Chronobiologie, Evolution und Zoologie. Die Sitzung zeichnet sich durch einen hohen Eigenanteil der Studierenden aus, in dem diese mit Hilfe von rätselartigen, authentischen Problemstellungen botanische Grundkonzepte (Blattaufbau, Blütenaufbau, Wind- und Tierbestäubung) erarbeiten. Die bisherigen Erfahrungen bei der Durchführung der Einführungssitzung haben gezeigt, dass ein zumeist eher als uninteressant wahrgenommenes Thema in einem interessanten, authentischen und autonomieförderlichen Rahmen zu „verstecken“ möglich ist: Die Blumenuhr von Carl von Linné wirft die Fragen auf, woher Pflanzen wissen, wie spät es ist und wieso sich manche Blüten zu verschiedenen Zeiten öffnen und schließen. Der ersten Frage wird in einem kurzen Vortrag nachgegangen, in diesem werden auch die aktuellen Erkenntnisse zur Inneren Uhr von Drosophila (Nobelpreis 2017) vorgestellt, sowie die Unterschiede zwischen der Inneren Uhr und einer lichtinduzierten Reaktion bei Pflanzen. In der Gruppenarbeitsphase assistieren die Studierenden einem (ausgedachten) Schüler von Carl von Linné bei der Prüfung neuer Pflanzen für die Blumenuhr und erfahren so, dass das Öffnen und Schließen zu bestimmten Zeiten koevolutive Gründe hat, wieso sich hierfür keine windbestäubten Blüten eignen, was die Blüte überhaupt ist und wie der basale Bauplan der Pflanzen aussieht.

Das vorgestellte Gesundheitsbildungsprojekt „Du denkst Zukunft!“ hat zum Ziel, Jugendliche an das aktuelle Thema Morbus Alzheimer heranzuführen und sie über medizinische, naturwissenschaftliche und gesellschaftliche Aspekte dieser weitverbreiteten Demenzform aufzuklären. Mittels eines Projekttages an Schulen sowie einem fakultativen anschließenden Praxistag in wissenschaftlichen oder medizinischen Einrichtungen soll das Interesse der Schülerinnen und Schüler geweckt sowie erste thematische und berufsorientierende Einblicke in das Themenfeld ermöglicht werden. Die Evaluation des Projekts, für die 325 Schülerinnen und Schüler der Oberstufe befragt wurden, fokussiert in erster Linie auf das Interesse an medizinischen Aktivitäten, gemessen mit einem adaptierten RIASEC-Ansatz, sowie auf das Wissen über die Demenzform Alzheimer, die Einschätzung der Relevanz für die Gesellschaft, den Berufswunsch sowie die Bereitschaft, sich zukünftig ehrenamtlich im Bereich Alzheimer zu engagieren. Die Ergebnisse zeigen neben einem gesteigerten Wissen insbesondere positiven Zuwachs in einzelnen Interessensdimensionen, ein gefestigtes Interesse, nach der Schule einen medizinischen (aber nicht einen naturwissenschaftlichen) Beruf zu ergreifen, sowie auffallende Geschlechterunterschiede. Abstract The presented health literacy project “Du denkst Zukunft!” aims to introduce young adults to the current topic of morbus Alzheimer and to explain medical, scientific, and societal aspects of this widespread form of dementia. Using a project day in schools and an optional practical day in scientific or medical institutions, students’ interest should be aroused by giving first thematic and vocational insights into the field. The project’s evaluation with 325 students focuses first and foremost on the interest in medical activities (measured with an adapted RIASEC-approach) as well as on knowledge gain about morbus Alzheimer, assessment of societal relevance, career aspirations, and the future willingness to volunteer in this area. The results show significant knowledge gains as well as gains in specific interest dimensions, a strengthened interest in medical careers (but not in science careers), and remarkable gender differences.