Declining Interest in Science in Lower Secondary School Classes: Quasi-Experimental and Longitudinal Evidence on the Role of Teaching and Teaching Quality

Autor/inn/en	Steidtmann, Lena; Kleickmann, Thilo; Steffensky, Mirjam
Titel	Declining Interest in Science in Lower Secondary School Classes: Quasi-Experimental and Longitudinal Evidence on the Role of Teaching and Teaching Quality
Quelle	In: Journal of Research in Science Teaching, 60 (2023) 1, S.164-195 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Steidtmann, Lena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21794
Schlagwörter	Grade 5; Grade 6; Grade 7; Middle School Students; Elementary School Students; Student Interests; Physics; Science Curriculum; Teacher Role; Teacher Effectiveness; Cognitive Processes + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Studieninteresse; Physik; Lehrerrolle; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Cognitive process; Kognitiver Prozess
Abstract	Although promoting student interest is a pivotal educational goal, student interest in science, and particularly in physics, declines substantially during secondary school. This study focused on the long-term development of interest in physics at the lower secondary level (grades 5-7) and examined the role of teaching and teaching quality on the development. In particular, the study investigated the role of whether or not physics was taught in class and the role of perceived teaching quality for classes' interest trajectories. The results provide evidence of declining interest in physics from Grade 5 to 7, with stronger declines from Grade 5 to 6. Whether classes participated in physics teaching or not neither notably reduced nor increased interest in physics. However, several dimensions of perceived teaching quality (in particular, cognitive activation and cognitive support) mitigated the decline in interest. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01