Increasing the Perceived Relevance of University Physics Problems by Focusing on School-Related Content Knowledge.

Autor/inn/en	Massolt, Joost; Borowski, Andreas
Titel	Increasing the Perceived Relevance of University Physics Problems by Focusing on School-Related Content Knowledge.
Quelle	In: heiEDUCATION journal, (2018) 1-2, S. 99-125 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2626-983X
DOI	10.17885/heiup.heied.2018.1-2.23828
Schlagwörter	Fragebogen; Wahrnehmung; Lehrerausbildung; Fachwissen; Physik; Physikunterricht; Referendariat; Relevanz; Studie
Abstract	The goal of this study is to increase the perceived relevance of university content knowledge courses by physics pre-service teachers. To achieve this goal problem sets discussed in tutorial groups, which are part of first-year physics courses for university physics majors and physics pre-service teachers, were modified in such a way that some of the problems were geared towards the content knowledge category "school-related content knowledge" (SRCK). This category describes conceptual knowledge that is teacher-specific. Conceptual problems based on this category were developed and introduced in weekly tutorials in two different courses (N=75; N=43 respectively) together with conceptual problems with no explicit school relevance and with regular, quantitative problems. Every week we asked students of a first- and a second-semester physics course to rate these problems with respect to perceived relevance and difficulty in a questionnaire. One finding is that when the content is more distant to physics taught at school, both conceptual problem types are perceived as more relevant by physics pre-service teachers than the regular, quantitative problems.
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2024/1