Literaturnachweis - Detailanzeige
Autor/in | Jansen, Malte |
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Titel | Academic self-concept in the sciences. Domain-specific differentiation, gender differences and dimensional comparison effects. |
Quelle | Aus: Guay, Frédéric (Hrsg.); Marsh, Herbert (Hrsg.); McInerney, Dennis M. (Hrsg.); Craven, Rhonda G. (Hrsg.): Self: driving positive psychology and well-being. Charlotte, NC: Information Age Publishing (2017) S. 71-112
PDF als Volltext |
Reihe | International Advances in Self Research. 6 |
Beigaben | Abbildungen |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Sammelwerksbeitrag |
ISBN | 978-1-64113-004-2; 9781641130028 |
Schlagwörter | Selbstkonzept; Schüler; Schülerleistung; Biologieunterricht; Chemieunterricht; Messung; Naturwissenschaftlicher Unterricht; Physikunterricht; Interdisziplinarität; Deutschland |
Abstract | In studies in the context of primary and secondary school, the abovementioned domain-specificity of academic self-concept has been operational by measuring self-concepts in different school subjects. However, which science subjects are taught in a given learning environment may vary. For example, in contrast to some other countries in which the natural sciences are taught interdisciplinary, science education in Germany has traditionally been separated into three separate subjects in secondary school (physics, chemistry, and biology), even though interdisciplinary science classes are sometimes taught in lower grades or offered in addition to subject-specific teaching. Accordingly, different conceptualizations of the self-concept in science have been proposed: In the original Shavelson model, the self concept in science was represented by a single first-order factor. . |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2021/2 |