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Der Politikunterricht fordert die Kompetenzen der Lernenden und der Lehrkräfte. Der Beitrag stellt zunächst die den Forschungen zugrunde liegenden Kompetenzmodelle vor. Anschließend werden die Ergebnisse zur professionellen Kompetenz der Gymnasiallehrkräfte berichtet. Der Blickwinkel liegt auf der Frage, ob sie die Anforderungen an kompetenzorientierten Politikunterricht erfüllen. Die folgenden Ergebnisse zur Politikkompetenz der Schüler/innen gehen insbesondere ein auf motivationale und partizipative Einstellungen in ihrer Bedeutung für den Lernerfolg im Wissen und bezüglich der Urteilsfähigkeit. Abschließend wird das Bild durch eine Betrachtung der Unterrichtsqualität aus der Schülerperzeption ergänzt.

Time management is regarded as an important prerequisite for effective and efficient learning in higher education. However, university students’ time management frequently proves to be deficient, especially with freshman students, who can therefore benefit from appropriate time management interventions. The aim of this study was to compare the effects of an intervention focused on imparting time management knowledge with those of an intervention focused on time management practice. We conducted an experiment with N = 118 university students who took part in a course over the duration of one semester. Participants with a time management deficit at the beginning of the semester (n = 88) were randomly assigned to one of three experimental conditions: (a) time management knowledge, (b) time management practice, (c) control group. Exam scores at the end of the semester were considered as an indicator of participants’ academic performance. The results showed significant time management improvements for both time management intervention groups, but the time management practice group appeared superior. Academic performance was better in the time management practice group also, although the results were inconsistent. The effect of time management practice on academic performance was mediated by students’ time management skills.

Es handelt sich um eine Replik zum Beitrag von Büşra Kocabıyık und Tanja Sturm "Leistung als Konstrukt fachunterrichtlicher Praxen: empirische Analysen von Sozialkundeunterricht in Kanada und Deutschland" (https://doi.org/10.21241/ssoar.85960)., JDM - Jahrbuch Dokumentarische Methode

JDM - Jahrbuch Dokumentarische Methode

Unterschiede in den Bildungsaspirationen zwischen Personen mit Migrationshintergrund und der Mehrheitsbevölkerung wurden häufig an spezifischen Punkten der Bildungskarriere analysiert. Wenig ist jedoch über die Verläufe von Aspirationen und die Entwicklung ethnischer Unterschiede im Zeitverlauf bekannt. Unter Anwendung gängiger Erklärungsansätze (Immigrant optimism, relativer Statuserhalt, antizipierte Diskriminierung, ethnische Netzwerke und Informationsdefizite) leiten wir spezifische Hypothesen über die Entwicklung von Bildungsaspirationen und -erwartungen im Zeitverlauf ab und konzentrieren uns dabei auf Familien aus der Türkei. Wir greifen auf Daten des Nationalen Bildungspanels (NEPS) zurück, um zu untersuchen, wie sich die Aspirationen und Erwartungen für den höchsten Schulabschluss im Verlauf der Sekundarstufe I im stratifizierten Schulsystem Deutschlands entwickeln. Unter Anwendung einer Multi-Akteurs-Perspektive unterscheiden wir die von Schülerinnen und Schülern und ihren Eltern berichteten Aspirationsverläufe. Erstens analysieren wir die Entwicklung von Gruppenunterschieden. In Übereinstimmung mit früherer Forschung finden wir zu Beginn der Sekundarstufe I in Deutschland höhere Aspirationen und Erwartungen für türkische Schülerinnen und Schüler und ihre Eltern, wenn soziale Herkunft und Leistungsunterschiede kontrolliert werden. Die Herkunftsunterschiede für die Erwartungen der Schülerinnen und Schüler und die Aspirationen der Eltern nehmen im Verlauf der Sekundarstufe I ab. Zweitens zeigen die intra-individuellen Verläufe der Aspirationen und Erwartungen, dass türkischstämmige Eltern diese eher nach unten anpassen als Eltern der ethnischen Mehrheit, während türkischstämmige Schülerinnen und Schüler eine höhere Wahrscheinlichkeit stabil hoher Aspirationen und Erwartungen aufweisen als Schülerinnen und Schüler ohne Migrationshintergrund. Differences in educational goals between immigrants and the majority population have often been analysed at specific stages in their educational career. Little is known about longitudinal trajectories and the development of group differences over time. By applying common explanations (immigrant optimism, relative status maintenance, blocked opportunities, ethnic networks and information deficits), we derived specific hypotheses about the development of educational aspirations and expectations over time, focusing on families from Turkey. We drew upon data from the National Educational Panel Study to assess how aspirations and expectations for the highest school degree develop over the course of lower secondary education in Germany's stratified school system. Applying a multi-actor perspective, we observed trajectories reported by students and their parents. First, we analysed the development of group differences. In line with prior research, we found higher aspirations and expectations for Turkish students and their parents at the beginning of lower secondary education in Germany once social background and achievement differences were controlled for. Origin gaps for students' expectations and parents’ aspirations decreased over the course of lower secondary education. Second, intraindividual trajectories of aspirations and expectations revealed that parents of Turkish origin were more likely to experience downwards adaptations than majority parents, whereas students of Turkish origin were more likely to hold stable high aspirations and expectations than majority students.

This study is concerned with the central issues of community service engagement (CSE) in 21st century democratic societies around the world. To examine the factors influencing postsecondary education attainment’s relationship to CSE, this study utilized data from the Organization for Economic Co-operation and Development (OECD) countries using ordinary least square (OLS) and two-level hierarchical linear modeling (HLM) methods, including various factors for each country’s individual and country levels. The results show that attainment in postsecondary education at the individual level and investment and enrollments in tertiary education both have an influence on increasing CSE in 18 OECD countries. The present study is expected to contribute to an understanding of the relationship between postsecondary education and CSE across the world.

Ausgehend von der Beobachtung, dass Anfänge von Schulklassen an weiterführenden Schulen vermehrt aktiv gestaltet und so zum Gegenstand pädagogischer Bearbeitung gemacht werden, haben wir die ersten Tage neuer Klassen aus praxistheoretischer Perspektive untersucht. Die Ergebnisse der ethnografischen Beobachtungen an zwei Schulen stellen wir als Variationen einer Anfangsgestaltung dar, mit der die pädagogischen Herausforderungen der Herstellung neuer Schulklassen und die Bearbeitung dieser erkennbar werden. Herausgearbeitet wird, wie in den Adressierungen der Schüler*innen und dem Vollzug von Praktiken des 'Kennenlernens' eine über unterrichtliche Belange hinausgehende Ansprechbarkeit der Schüler*innen füreinander, eine Verantwortlichkeit aller für eine regelkonforme und kompetente "Mitspielfähigkeit" (Alkemeyer/Buschmann 2017, S. 272) in der Klasse und eine Imagination der Klasse als Klasse grundgelegt wird. Abschließend wird diskutiert, wie in weitergehenden Untersuchungen zur Herstellung der Klasse als pädagogischer Ressource den hier als konstitutiv für die Anfangstage rekonstruierten Praktiken gefolgt werden kann. Based on the observation that beginnings of school classes in secondary schools are actively designed and thus made the object of pedagogical intervention, we examined the first days of new classes from a practice-theoretical perspective. We present the results of ethnographic research at two schools as variations of a design of the beginning, with which the pedagogical challenges of creating new school classes and processing them become recognizable. We elaborate on how the addressing of students and the enactment of practices of 'getting to know each other' ground a responsiveness of students to each other that goes beyond instructional concerns, evolve a responsibility of all for a rule-compliant and competent "play-ability" (Alkemeyer/Buschmann 2017, p. 272) in the class, and create an imagining of the class as a discrete and specific group. Finally, it is discussed how in further studies on the production of the class as a pedagogical resource the practices reconstructed here as constitutive for the early days can be followed.

In the last decade, the German transition system has witnessed the large‐scale introduction of so‐called “analysis of potentials” (Potenzialanalysen) in secondary compulsory schooling. In most German Länder, 8th graders must participate in a two‐day assessment center which combines psychometric testing with observations of their social and professional competencies in pre‐specified tasks. The programmatic aim of these assessments is to “introduce pupils early to choosing a job” (Bundesministerium für Bildung und Forschung [BMBF], 2017, p. 2) as well as to enhance the propensity of pupils to “take responsibility for their own future” (BMBF, 2017, p. 9). In the context of the German school‐to‐work system, the introduction of these new forms of diagnostics bear witness to a new preventive political rationality that aims at reducing the entry age into upper secondary education, reduce the recourse to so‐called “transition measures” and optimizing transitions into an apprenticeship market that is characterized by structural inequalities and “mismatch” between pupils’ job aspirations and the offers in apprenticeship places. However, little is known on the role of competency testing devices for the construction of further trajectories and aspirations and their role in the reproduction of inequalities in transitions from school to work. Based on an in‐depth analysis of policy documents and competency profiles (the documents handed out to the pupils after undergoing testing), the article reconstructs the political rationale for the introduction of the so‐called Potenzialanalysen. Based on a Foucauldian framework, we show how pupils are constructed as “competent” subjects. We show that competency assessments are part and parcel of a political rationality that aims at the promotion of a specific (future‐oriented, optimized, self‐regulated) relation to one’s own biographical future on the side of the pupils. Our results demonstrate that competency profiles construct the process of choosing a job as an individualized project of the self and that they invisibilize structural barriers and power relations. In doing so, competency assessments potentially contribute to the reproduction of inequalities in post‐secondary education through delegating “cooling out” processes from institutional gatekeepers to the interiority of persons.

Bibliographie: Greusing, Inka/Koca, Eda/Nahrwold, Lena/Niederstadt, Franziska: Fortgeschrittene Einsteigerinnen* – Onlinelehre mit Schulerinnen* an einer TU, FZG – Freiburger Zeitschrift fur GeschlechterStudien, 2021, S. 139-142. ----- Open-Access-Lizenz: Dieser Beitrag ist ab dem 15.11.2023 im Open Access unter der Creative-Commons-Lizenz CC BY 4.0 (Namensnennung 4.0 International) verfugbar. Weitere Informationen zur Lizenz und den Nutzungsbedingungen finden Sie hier .

Der Übergang in die Sekundarstufe stellt für Kinder ein normativ kritisches Lebensereignis dar, das unterschiedlich bewertet und bewältigt wird. Der vorliegende Beitrag befasst sich mit der Frage, welche Schutzfaktoren dazu beitragen, dass Kinder dem Übergang mit Gefühlen der Vorfreude begegnen und sie dieses Ereignis problemorientiert bewältigen. Untersucht werden 596 ViertklässlerInnen aus Bayern und Hessen vor dem Übergang in die Sekundarstufe. In Anlehnung an die kognitiv-transaktionale Theorie von Lazarus und Folkman (1984) werden die Zusammenhänge von primärer Bewertung als Herausforderung und problemorientierter Stressbewältigung unter Berücksichtigung von personalen (akademisches Selbstkonzept, Selbstwirksamkeit) und sozialen Schutzfaktoren (Familienzusammenhalt, allgemeines förderndes Elternverhalten) analysiert. Mithilfe von Strukturgleichungsmodellen lassen sich Mediationseffekte der Schutzfaktoren nachweisen. Insbesondere das akademische Selbstkonzept und ein förderliches Familienumfeld erweisen sich als bedeutsame protektive Faktoren in der Phase vor dem Übergang., Transition to secondary school constitutes a normative critical life event for children, which is evaluated and managed individually. The present study focuses on the role of protective factors helping children to approach this transition with emotions of pleasant anticipation and problem-focused coping. 596 fourth graders from Bavaria and Hesse were examined prior to their transition to secondary school. Referring to the cognitive-transactional theory from Lazarus and Folkman (1984), correlations between primary appraisal as a challenge and problem-focused coping in consideration of personal (academic self-concept, self-efficacy) and social protective factors (family cohesion, general supportive parent behavior) have been analyzed. Using structural equation models, the mediation effects of protective factors can be confirmed. Academic self-concept and a supportive family environment particularly proved to be protective factors prior to the transition.

Schools play a central role in preventing mental health problems from affecting the development and educational opportunities of youth. While school health and social pedagogical support services have expanded in many countries, they are still not considered sufficient in meeting the needs of vulnerable youth. We find particular challenges in the development of sustainable collaboration to support the target group. In this article, we present and analyze empirical data from ongoing trailing research on an interprofessional team focusing on the health and psychosocial conditions of students in various upper secondary schools in Norway. In the article, we discuss what conditions need to be in place for inter-professional collaboration to succeed in the efforts to support students at risk of dropping out of upper secondary school. The article is theoretically influenced by boundary literature and analyzes challenges and opportunities in boundary crossing between different professions and service areas. In the article, we argue for the need to spend time on establishing a reflecting understanding of which qualities the various actors possess and what they should contribute with to create a collaboration that constitutes more than the coordination of what already exists, thereby creating intersecting practices; so-called third spaces.

'Inwieweit beeinflusst der Drogenkonsum von Schülern ihr Gewalthandeln in der Schule? Dieser Frage wird anhand von zwei Repräsentativuntersuchungen zur Gewalt an bayerischen Schulen (1994 und 1999) nachgegangen. Es zeigte sich, dass der Drogenumgang bayerischer Schüler bis Ende der 90er-Jahre insgesamt anstieg (Lebenszeitprävalenz und Konsumintensität). Beim Einfluss des Drogenkonsums auf die Gewaltaktivität in der Schule ist die Annahme bestimmend, dass die Schüler in bezug auf Devianz eine hohe Konsistenz zeigen. Verschiedene Formen abweichenden Verhaltens treten häufig in verschiedenen Bereichen auf, wobei die Devianz der Peergroup (erfasst über die Polizeiauffälligkeit der eigenen Clique) als entscheidender Einflussfaktor vermutet wird. Daneben sind auch deviante Einstellungen (Lust an Verbotenem) und Handlungen (Waffenmitnahme in die Schule) von Bedeutung. Hier zeigen sich deutliche Zusammenhänge auch zur Art des Drogenkonsums: wer 'harte' Drogen nimmt, wendet fast durchgängig mehr Gewalt an, und gewalttätige Schüler weisen auch in anderen Bereichen (sozialer Kontext, Einstellungen, Handlungen) eine erhöhte Devianz auf.' (Autorenreferat) 'Based on two representative surveys on violence at schools in Bavaria (1994 and 1999) the author explores the causal connection between drug use and violence among students. Prevalence of drug use has been rising for students in Bavaria until the late nineties. With respect to the connection between drug use and violence among students in schools, most researchers assume that students who show violent behavior in school will show deviance in other aspects, too. This study concludes that students who behave violently against other students predominantly are members of deviant peer groups who often also carry weapons. We found strong evidence that the kind of drug use is highly connected with violent behavior: students who consume hard drugs commit more violence than other students do, and serious violence is endemic among students who are also deviant in other contexts.' (author's abstract)

This is an experimental study conducted on the upper primary school students in the district of S.B.S Nagar, Punjab. The study was conducted on the students of 6th and 7th class of an international School. Total of 100 students were enrolled for this experimental study who met the inclusion criteria and were randomly divided into 2 equal groups by simple randomization technique. They received either the lecture method teaching or the smart class method teaching. For conducting the experiment, the investigator used pre-test and post-test comparison group design. For collection of data, a structured questionnaire and a structured teaching programme was used. t-test was used for analysis and interpretation of the data. The results of the study revealed that the lecture method of teaching was more effective as compared to a smart class method of teaching.

The idea of this study has been emerged from the importance of school press in enriching and enhancing the educational press, and it also contributes in detecting talents early. The researcher has conducted this study on a random sample of 360 students from intermediate school in Kuwait. The results have revealed that the majority of students in Kuwaiti schools participate in school press as the get the required encouragement from their parents to write in school press, the students also ensured that these activities do not affect their study level negatively. The results indicate that the course newspaper is the most popular activity, in which most students always participate, and the rest of students sometimes do. Also, this study has shown that; there is a significant correlation between students’ participation rate in the activity of school press and their interest to read public newspapers and magazines, and that elder students have more interest to participate in school press, so, Students’ participation rate in the activity of school press varies significantly depending on the gender and grade.

Zusammenfassung Der Beitrag geht der Frage nach, wie im Deutsch- und Mathematikunterricht einer integrativen achten Klasse einer nicht-gymnasialen Schulform Leistung konstruiert und von peerkulturellen, geschlechtsbezogenen Formen uberlagert wird. Die dokumentarische Interpretation von Videosequenzen beider Unterrichtsfacher zeigt Prozesse der Inklusion und der Exklusion von SchulerInnen im Unterrichtsgeschehen. Diese stehen im Kontext der expliziten unterrichtlichen Rahmung seitens der Lehrpersonen und daraus resultierender Moglichkeiten der kooperierenden bzw. konkurrierenden Teilhabe, die ihrerseits von den SchulerInnen aufgegriffen und umgearbeitet werden. Schlusselworter: Differenzkonstruktionen, Fachunterricht, Sekundarstufe I, videobasierte Unterrichtsforschung, Dokumentarische Methode ----- The practical construction of differences in mathematics and German classes in an integrative school – on the overlapping of achievement, peer culture and gender milieus. Summary The article examines how performance is both constructed and overlaid by peer-cultural, gender-related forms in mathematics and German lessons in an inclusive, lower-level class of a secondary school (non-grammar school). At the same time the documentary interpretation of video sequences of both subjects shows processes of pupil’s inclusion and exclusion during classroom activities. These processes are connected to an explicit curricular framing on the part of the teachers and the resulting possibilities of cooperating and competing participation, which in turn are taken up and reworked by the pupils. Keywords: difference constructions, specific subject, teaching/content-based learning, secondary school, video-based teaching research, documentary method ----- Bibliographie: Sturm, Tanja/Wagner-Willi, Monika: Praktiken der Differenzbearbeitung im Fachunterricht einer integrativen Schule der Sekundarstufe. Zur Uberlagerung von Schulleistung, Peerkultur und Geschlecht, GENDER, 1-2015, S. 64-78. https://doi.org/10.3224/gender.v7i1.18157

Zusammenfassung In diesem Beitrag werden die individuell verschiedenen Verlaufe der Interessensentwicklung innerhalb der Schulfacher Deutsch, Mathematik und Englisch anhand eines personenzentrierten Ansatzes untersucht. Unter Ruckgriff auf die BiKS-8-14 Studie werden Daten von N=1301 Schulerinnen und Schulern von der 4. bis zur 7. Jahrgangsstufe analysiert. Die Ergebnisse der latenten Klassenanalyse verweisen auf Subgruppen von Schulerinnen und Schulern mit spezifischen Interessensverlaufen. Es ergeben sich funf latente Klassen, die sowohl stabil undifferenzierte, zunehmend undifferenzierte als auch differenzierte Interessensprofile aufzeigen. Fur die Annahme einer zunehmenden Differenzierung der Fachinteressen im Schulverlauf findet sich jedoch nur geringe Evidenz. Schlagworter: Interessensentwicklung, Fachinteresse, Latente Klassenanalyse ----- Development of Students‘ Interests in Language Arts, Mathematics and English during Adolescence: A Person-Centered Approach Abstract In this paper, a person-centered approach is used to investigate the various ways in which students’ interests in Language Arts, mathematics and English (as a first foreign language in school) develop over time. Based on the BiKS-8-14 study data of N = 1301, students are analyzed from grade 4 to grade 7. The findings of the latent class analysis point to sub-groups of students with different structures of interest development. These include five different latent classes. The respective profiles of interest development include stable, undifferentiated, increasingly undifferentiated and differentiated patterns of interest development. However, little evidence was found for a pattern of increasingly differentiated interests during the school course. Keywords: Interest development, Subject interests, Latent-Class-Analysis ----- Bibliographie: Schurtz, Irene/Artelt, Cordula: Die Entwicklung des Fachinteresses Deutsch, Mathematik und Englisch in der Adoleszenz: Ein personenzentrierter Ansatz, Diskurs Kindheits- und Jugendforschung, 3-2014, S. 285-301. https://doi.org/10.3224/diskurs.v9i3.16623

Zusammenfassung In der vorliegenden Studie galt es, soziale Kompetenz als Moderator in der Beziehung von soziomotivationalen Schuler-Beziehungen und Motivation in einer grosen Stichprobe von Schuler/-innen der 7. und 8. Klassen (N= 1088; MAge= 13.7) an Brandenburger Gymnasien und Oberschulen zu testen. Mittels latenter moderierter Strukturgleichungsanalyse (LMS) wurden mogliche Interaktionseffekte von sozialer Kompetenz und sozio-motivationalen Schuler-Beziehungen in Bezug auf die Motivation der Schuler/-innen getestet. Die Ergebnisse zeigen, dass soziale Kompetenz die Beziehung zwischen der wahrgenommenen Schuler-Schuler-Beziehung und extrinsischer Motivation sowie Ausdauer und Fleis moderiert. Zusatzlich fungiert soziale Kompetenz als Moderator zwischen Peers als positiven Motivatoren und intrinsischer Motivation sowie Ausdauer und Fleis. Zusammenfassend lasst sich festhalten, dass positiv wahrgenommene Peer-Beziehungen basierend auf sozialer Kompetenz einen effektiven Ansatzpunkt zur Pravention und Intervention hinsichtlich der sinkenden schulischen Motivation in der Adoleszenz darstellen. Schlagworter: Soziale Kompetenz, Schuler-Schuler-Verhaltnis, Peers, Motivation, Adoleszenz ----- Does students’ social competence moderate the association between their scholastic peer relationships and motivation? Abstract This study examines whether social competence moderates the association between students’ sociomotivational peer relationships and their academic motivation. The research is based on a large sample, consisting of 7th and 8th grade students (N= 1088; MAge= 13.7) attending secondary schools in Brandenburg, Germany. Latent moderated structural equations (LMS) were used to estimate possible interaction effects of social competence and socio-motivational peer relationships on students’ academic motivation. The results demonstrated that social competence moderates the association between students’ perception of the student-student relationship and extrinsic motivation, as well as perseverance and effort. In addition, social competence functions as a moderator in the association between students’ perception of peers as positive motivators and intrinsic motivation, as well as perseverance and effort. To summarize, positive peer relationships within the school environment that are based on social competence are able to prevent and intervene in adolescents’ general tendency towards a decline in motivation. Keywords: Social competence, Student-student relationship, Peers, Motivation, Adolescence ----- Bibliographie: Bunger, Sabine/Raufelder, Diana: Moderiert die soziale Kompetenz adoleszenter Schuler den Zusammenhang zwischen ihren schulischen Peer-Beziehungen und ihrer Motivation?, Diskurs Kindheits- und Jugendforschung, 3-2014, S. 339-353. https://doi.org/10.3224/diskurs.v9i3.16626

Diskurs Kindheits- und Jugendforschung 9 (2014) 3, S. 355-370, Eine zentrale Annahme im Zusammenhang mit der Reduzierung der Schulzeitdauer bis zum Abitur (G8) ist, dass durch eine mit der Schulzeitverkürzung verbundene gestiegene zeitliche Belastung der Schülerinnen und Schüler kaum mehr Zeit für außerschulische Aktivitäten bleibe. In diesem Beitrag wird mit Hilfe eines Mixed-Methods-Designs der Frage nachgegangen, wie Schülerinnen und Schüler acht- und neunjähriger Bildungsgänge (G8: n=534; G9-neu: n=521) ihre Freizeitressourcen einschätzen und inwiefern eine entschleunigte Lernzeit – im Rahmen des neuen G9-Bildungsganges in Nordrhein-Westfalen – erweiterte Möglichkeiten für außerschulische Aktivitäten bietet. Die quantitativen Analysen bei Schülerinnen und Schülern von 13 Gymnasien weisen, u.a. auf Basis von Zeittagebüchern, weniger auf zeitliche Differenzen zwischen den Bildungsgängen, sondern vielmehr auf eine unterschiedliche Gestaltung von Freizeit hin und lassen danach fragen, wie die Kinder selbst Differenz zwischen G8 und G9-neu verhandeln. Dazu wird die Rekonstruktion eines Transkriptionsausschnitts aus insgesamt 20 Gruppendiskussionen mit Schülerinnen und Schülern dargelegt, der mittels dokumentarischer Methode einen exemplarischen Einblick in die Differenz kommunikativen und konjunktiven Wissens ermöglicht. (DIPF/Orig.), Reducing the number of school years until graduation from academic-track secondary schooling from nine to eight years (G8) has been one of the most important structural changes to schooling in Germany in the past few years. It has been assumed that the increased time strain on pupils as a result of the reduction in years of schooling would leave them with almost no time for extracurricular activities. This paper uses a mixed methods design to examine how pupils in eight- and nine- year educational programs (G8: n=534; G9: n=521) assess their leisure time resources, and to which degree extended learning time – as afforded by a new nine-year educational program (G9) in the German state of North Rhine-Westphalia – provides them with additional opportunities for extracurricular activities. The quantitative analyses were conducted with pupils from 13 secondary schools, using time diaries among other methods. While the quantitative results illustrate only minor differences in total leisure time between pupils in both educational programs, they show differences in the composition of leisure time. This leads to the question of how children articulate differences between G8 and G9. Additionally, a reconstruction of segments of transcriptions from a total of 20 group discussions with pupils is presented, which provides insight into the children’s different “communicative” and “conjunctive space of experience” by means of the documentary method. (DIPF/orig.)

The last two years of Ma Ying-jeou's (Ma Yingjiu) presidency saw the eruption of a controversy surrounding proposed revisions to the high school history curriculum. Although not the first time that the subject of history has exacerbated the tensions between holders of a China-centred view of Taiwan's history and those favouring a more Taiwan-centred approach, this crisis, which took place mainly between 2014 and 2015, was undoubtedly the fiercest witnessed by the Taiwanese society in the sphere of educational issues. By putting the 2014–2015 dispute into perspective through a review of the different attempts made by the pro-Taiwan independence Chen Shui-bian (Chen Shuibian) and the pro-unification Ma Ying-jeou governments to edit the history curriculum, this article will underline the specificities of this particular controversy. This contribution will, therefore, help to shed new light not only on the perception of Taiwan's history promoted by the Ma administration, but also the policy-making process which characterised the last years of Ma's presidency.

Esta pesquisa teve como objetivo identificar e comparar as representações de professores e de seus respectivos alunos (com e sem dificuldade de aprendizagem) sobre o processo de ensino e aprendizagem. Buscamos verificar em quais aspectos as representações de alunos e professores se correspondem e se elas se diferenciam entre alunos com e sem dificuldades de aprendizagem. A coleta de dados foi organizada por meio de uma entrevista semiestruturada, contendo 15 questões abertas para professores e alunos. Participaram deste estudo 20 professores e 40 alunos (sendo 20 com dificuldade e 20 sem dificuldade de aprendizagem) do 5º ano do Ensino Fundamental da rede municipal de uma cidade da região Metropolitana de Campinas. As respostas das entrevistas foram categorizadas e analisadas através do teste exato de Fisher, Qui-Quadrado e de Proporções. O nível de confiança foi de 95%. Os resultados demonstraram que professores e alunos apresentam uma visão parcial dos fatores envolvidos no processo de ensino e aprendizagem. O aprender, tanto para professores quanto para alunos, é sinônimo de ausência de erros, sendo um processo individual e não social. Professores e alunos sem dificuldades representam positivamente o ambiente da sala de aula, diferentemente dos alunos com dificuldades. This research aimed to identify and compare the representations of teachers and their students (with and without learning disabilities) on the process of teaching and learning. We seek to determine which aspects of the representations of students and teachers to meet and if they differ between students with and without learning difficulties. Data collection was organized through a semi-structured interviews with 15 open questions for teachers and students. The study included 20 teachers and 40 students (20 with and 20 without difficulty learning disability) in the 5th year of elementary school in the municipal city of a metropolitan region of Campinas. The responses from the interviews were categorized and analyzed using the Fisher exact test, Chi-square and Proportions. The confidence level was 95%. The results showed that teachers and students present a partial view of the factores involved in teaching and learning. The learning, for both teachers and students, is synonymous with the absence of errors, being an individual process and not social. Teachers and students without difficulties represent a positive environment of the classroom, unlike the students with difficulties.

Aim: The first goal of this study was to assess the prevalence of different health risk behaviours among Romanian young people. Next, the interrelationship between different health risk behaviours as well as age and gender differences with respect to health risk behaviours were examined. Subjects and methods: Self-administered questionnaires were completed by a sample of 1,598 junior high school students, senior high school students and university students from urban and rural areas of two counties of Romania. Results: The results showed that 31% of junior high school students, 59.7% of senior high school students and 64.8% of university students reported more than one risk behaviour. Many of the risk behaviours were likely to correlate with each other and the strongest correlation was found between smoking, alcohol-related behaviour and precocious sexual intercourse. Factor analysis revealed that among junior high school students all health risk behaviours loaded on one factor. In senior high school students and university students the risk behaviours split into two factors, based probably on their frequency and severity. Factor 1 comprised smoking, alcohol-related behaviours as well as precocious sexual intercourse, while factor 2 included less common behaviours: violence, delinquency and illicit drug use. No gender differences were observed regarding the relationship between health risk behaviours. Conclusion: The results stress the importance of developing prevention programmes among Romanian youth for the behaviours discussed. Further research is needed to identify how to best offer these programmes: as stand-alone programmes or as an integrated set of programmes and whether the same approach has to be taken for younger and older adolescents.

Particle models of matter are widely recognised as being of fundamental importance in many branches of modern science, and particle ideas are commonly introduced and developed in the secondary school curriculum. However, research undertaken in a range of national contexts has identified significant learning difficulties in this topic, and suggests that notions of particles that match scientific models are generally only attained over periods of some years. The implementation of a National Curriculum in Science in England was followed by increasingly prescriptive guidance to teachers. This culminated in a framework for teaching lower secondary science, which identified ‘particles’ as one of five key ideas for organising teaching and learning of science to all 11-14 year olds. In this curriculum context, a basic particle model is introduced at the start of secondary education, and consolidated by being revisited in various contexts over three years. However National Tests suggest that only a minority of pupils attain levels of understanding matching target knowledge. The present paper reports an interview study that explored how a sample of English secondary students explained phenomena commonly met in school science. It was found that students generally used the notion of particles, although most of their particle-based explanations reflected alternative conceptions that have been reported in previous research. It is concluded that a curriculum strategy of early introduction and regular application during the early secondary years is not of itself sufficient to support the desired progression in thinking with particle models, and more sophisticated research-informed pedagogy is needed.

Twelfth grade physics classes with 344 students participated in a quasi-experimental study comparing two small-group learning settings. In the jigsaw classroom, in contrast to the cyclical rotation method, teaching expectancy as well as resource interdependence is established. The study is based on the Self-Determination Theory of motivation which states that the satisfaction of the ‘basic needs’ for experiencing autonomy, competence, and social relatedness is essential to promote intrinsic motivation. Regarding the experience of competence, a small effect in favour of the jigsaw classroom was found, whereas students in the cyclical rotation setting showed medium-sized benefits in experiencing autonomy. A path analysis revealed that these opposing effects balanced each other, that is, no effect from small-group method to intrinsic motivation was found. In contrary to the motivational variables, achievement effects depended on the underlying study topic: based on scanning electron microscopy, the cyclical rotation setting outperformed jigsaw classroom, whereas an opposed trend is observed with regard to the microwave oven learning unit. The higher interestingness of the latter learning unit was revealed as a week mediator from study topic to academic achievement.

This study tested for deep understanding and critical thinking about basic quantum chemical concepts taught at 12th grade (age 17-18). Our aim was to achieve conceptual change in students. A quantitative study was conducted first (n = 125), and following this 23 selected students took part in semi-structured interviews either individually or in small groups that were allowed to interact under the coordination of the investigators. The planetary Bohr model was strongly favoured, while the probabilistic nature of the orbital concept was absent from many students' minds. Other students held a hybrid model. In some cases, students did not accept that the electron cloud provides a picture of the atom. Many students had not understood the fundamental nature of the uncertainty principle. Finally, the mathematical description of the formation of molecular orbitals caused problems in the case of destructive (antibonding) overlap of atomic orbitals. Our approach to conceptual change employed active and cooperative forms of learning, which are consistent with social-cultural constructivism and with Vygotsky's zone of proximal development. It proved effective in a number of cases, and ineffective in others. The variation in students' approaches was explained on the basis of Ausubel's theory about meaningful and rote learning and of the ability to employ higher-order cognitive skills. Nevertheless, the methodology used can be useful for all students, irrespective of their behaviour in traditional written examinations. International Journal of Science Education

The conservation of biodiversity is an important socio-scientific issue, often regarded as a precondition to sustainable development, and the foundation for citizens’ understanding of conservation issues can be laid down in formal school education.This research focuses on decision-making discussions about biological conservation issues among 131 15-16 year old students, to address two main research questions: 1. Can peer-group decision-making discussions, in a normal science lesson setting, help develop students’ personal reasoning in relation to conservation issues? 2. Are there features common to high-quality discussions about conservation which might be readily identified by classroom teachers?Findings indicate the positive value of students taking part in these short decision-making discussions, guided by a structured framework, as part of their normal science classroom activities. Students increase their quality of personal reasoning, and modify their solutions to the issues. The study begins to uncover features about students, as individuals and as members of discussion groups, which can be associated with high quality decision-making about conservation issues, and which teachers might realistically identify. The work calls for the need to cultivate these features, and integrate them appropriately with learning about the scientific concepts that underpin the theory and practice of conservation management. Such integration will facilitate the development of teaching strategies for dealing effectively with the complex topic of biological conservation; not just in terms of science content, but also in terms of how students are expected to engage with the issues.

International audience; Abstract In this paper we propose that the unpopularity of science in many industrialized countries is largely due to the gap between the subculture of science, on the one hand, and students' self-image, on the other hand. We conducted a study based on the self-to-prototype matching theory (Burke & Reitzes, 1981), testing whether the perceived mismatch between the typical representative of the science culture (the science prototype) and students' self-image is linked to not choosing science as a major. Fifty-four Dutch 9th-grade students currently choosing their subject majors (so-called profiles) completed a Dutch version of a questionnaire previously designed by Hannover and Kessels (2004), which measures students' perceptions of typical peers favouring different school subjects (prototypes for physics, biology, economics, languages) and students' self-image. Students chose a profile to the extent that they conceived of themselves as similar to the typical peer who likes the key subject of that profile. Fifty percent of variance was explained when using an aggregated science vs. humanities distance score and predicting whether a student had chosen a science- or a humanities-related profile. A comparison of Dutch students' description of the physics prototype with the German data from Hannover and Kessels (2004) revealed similar prototypes in both countries. The traits ascribed to the physics prototype were in line with science-related values and the culture of science as described by Merton (1973) and Traweek (1992), for example. The relevance of the perceived fit of the culture of science to students' selves for academic choices is discussed.

WOS: 000254947600004 The purpose of this study is to identify how upper secondary school French students (Grade 10-12) interpret chemical transformation with regards to the changes within molecules and atoms, and in terms of intramolecular and/or intermolecular bond breaking. In order to identify and describe the students' assimilated knowledge, four questions were asked to 930 students using a written questionnaire submitted a long time after the related teaching took place. There is much research into student learning in the concept areas discussed here (atoms and molecules, chemical change, chemical bonding), as reviewed in the paper. The present study presents data from an educational system where limited work has been reported in the international literature. The French system has its own unique curriculum, and is taught in the national language (where much of the existing research has concerned learning in Anglophile systems). The research reported here found that French secondary students experienced many similar difficulties in understanding these key scientific concepts to those that have been reported elsewhere, showing the cross-cultural nature of the key educational issues. For example, many have difficulties in understanding the changes undergone by atoms and molecules in the course of a chemical reaction; many are not able to justify explicitly the breaking of inter-molecular bonds and to interpret the breaking of intramolecular bonds in terms of reorganization of atoms, the target level of understanding in the curriculum from the end of Grade 9. However, it is also suggested that some of the specific characteristics identified here are linked to the ordering and language used in the French curriculum, and such cultural idiosyncrasies may offer useful insights into both problematic and valuable aspects of science pedagogy.