Do student perceptions of teaching predict the development of representational competence and biological knowledge?

Autor/inn/en	Nitz, Sandra; Ainsworth, Shaaron E.; Nerdel, Claudia; Prechtl, Helmut
Titel	Do student perceptions of teaching predict the development of representational competence and biological knowledge? Gefälligkeitsübersetzung: Sagt die studentische Wahrnehmung des Unterrichtens die Entwicklung von repräsentationalen Fähigkeiten und biologischem Wissen vorher?
Quelle	In: Learning and instruction, (2014) 31, S. 13-22Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2013.12.003
Schlagwörter	Wissen; Fähigkeit; Wahrnehmung; Schule; Lernerfolg; Lernen; Lehrmethode; Naturwissenschaftlicher Unterricht
Abstract	Investigated the relationships between representational competence (RC) and content knowledge (CK), students' perceptions of teaching methods, and their impact on students' outcomes. A total of 931 students (aged 16-21 years) from 20 different schools completed a RC measure as well as a test on CK before and after a teaching unit on photosynthesis. In addition, students' perceptions of teaching practices were also assessed after the teaching unit. Results showed that RC and CK were interactively related but also empirically distinguishable. Furthermore, CK at T1 predicted RC at T2 at the class level. RC and CK were observed to systematically vary according to class, and students' perceptions of teaching practices also varied systematically according to class. Moreover, teaching practices, RC at T1, and CK at T1 were observed to account for a substantial amount of class-level variance in RC and CK at T2. Specifically, the frequency and extent of interpreting visual-graphical representations, construction of visual-graphical representations, and active social construction of knowledge were identified as significant predictors at the class level. Methodological and practical implications of the findings are discussed. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3