Science teaching and learning in German physics classrooms. Findings from the IPN Video Study.

Autor/inn/en	Seidel, Tina; Prenzel, Manfred; Rimmele, Rolf
Titel	Science teaching and learning in German physics classrooms. Findings from the IPN Video Study.
Quelle	Aus: Prenzel, Manfred (Hrsg.): Studies on the educational quality of schools. The final report on the DFG Priority Programme. Münster u.a.: Waxmann (2007) S. 79-99Verfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	978-3-8309-1863-9
Schlagwörter	Empirische Untersuchung; Unterrichtsbeobachtung; Lehrer; Lernen; Unterrichtsforschung; Unterrichtsgestaltung; Unterrichtsorganisation; Videoaufzeichnung; Naturwissenschaftlicher Unterricht; Physikunterricht; Analyse; Deutschland
Abstract	The project which the authors report about is, on the one hand, based on the results of TIMSS and, on the other hand, connected to PISA 2006 which focuses on scientific literacy (OECD, 2006). The authors summarise the outcomes of a six-year video study that investigated science teaching and learning in German physics classrooms using different designs. By testing the competency and interest of the students at the beginning of and after the school term and by analysing videotaped lessons, it was possible to identify more and less effective teaching patterns. Consequently, empirically proven theories about the effects of science teaching in Germany are provided which will be of great assistance for the analysis of the PISA 2006 data. The last phase of the project aimed at making the results and the approach of the video study accessible to practitioners and teachers, it investigated the possibility of using videotaped sequences of science lessons for teachers' professional development. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2008/2