Fachspezifisch oder nicht? – Eine Studie zur Analyse der Binnenstruktur des Selbstkonzepts Sachunterricht

Gabriel-Busse, Katrin; Kastens, Claudia; Kucharz, Diemut

doi:10.1007/s42278-018-0017-1

Cited by 4 publications

(5 citation statements)

References 27 publications

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“…Science-and Technology-Related Academic Self-Concepts So far, it has been an open question whether pre-service primary teachers differentiate between different domains of science (biology, chemistry, physics) respectively General Studies (science, technology, history, geography and politics) in their ASCs. For school context, it has been found that pupils differentiate between related (sub-)domains and content areas within a subject [121,204,205]. Gabriel-Busse et al [121] showed that, despite multi-perspective teaching practice of General Studies, German primary school children develop five subject-specific ASCs (science, technology, history, geography and politics) that can be empirically distinguished from one another.…”

Section: Discussionmentioning

confidence: 99%

“…For school context, it has been found that pupils differentiate between related (sub-)domains and content areas within a subject [121,204,205]. Gabriel-Busse et al [121] showed that, despite multi-perspective teaching practice of General Studies, German primary school children develop five subject-specific ASCs (science, technology, history, geography and politics) that can be empirically distinguished from one another. Science domain-specific ASCs were not found.…”

Section: Discussionmentioning

confidence: 99%

“…However, primary school teachers may not have science domainspecific ASCs at all due to the integrative character of General Studies [3]. Gabriel-Busse et al [121] showed that German primary school children discriminate between science-, technology-, history-, geography-and politics-related ASCs, but not between their selfevaluated abilities in biology, chemistry and physics.…”

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confidence: 99%

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Effects of an Interdisciplinary Course on Pre-Service Primary Teachers’ Content Knowledge and Academic Self-Concepts in Science and Technology–A Quantitative Longitudinal Study

2021

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Primary school teachers need adequate professional knowledge and motivational orientations to qualify scientifically and technologically literate students. Previous studies have focused on the impact of coursework on (pre-service) primary teachers’ content knowledge, rather than on the development of academic self-concepts. In addition, the influence of the course format and the major field of study has not been investigated much to this date. Thus, this study examines the effects of an interdisciplinary course on pre-service primary teachers’ content knowledge and academic self-concepts in science and technology using a quasi-experimental, quantitative, pre-post-follow-up design (n = 202). Whilst no significant changes in knowledge were revealed for the baseline group not participating in the course, significant short-term and long-term cognitive gains were found for the experimental group. Biology-, chemistry-, physics- and technology-related self-concepts increased significantly when participating in the course. The results also indicate that the course format and major field of study can have an impact on the development of pre-service teachers’ professional knowledge. Regarding the development of academic self-concepts in the experimental group, it can be assumed that both the weekly and block course format are beneficial for heterogeneous learner groups consisting of pre-service teachers with different major fields of study.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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confidence: 99%

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Effects of an Interdisciplinary Course on Pre-Service Primary Teachers’ Content Knowledge and Academic Self-Concepts in Science and Technology–A Quantitative Longitudinal Study

2021

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“…Inhalt dieser Untersuchungen ist -im Unterschied zu den oben genannten -nicht der Wechsel der Bezugsgruppe, sondern ein Zeitvergleich bei gleicher Be-zugsgruppe: Aufgrund der individuellen Entwicklung kann es zu einer Verschiebung im Leistungsgefüge des Klassenkontextes kommen, mit der Folge einer Anpassung des Selbstkonzepts. Gabriel et al (2010) bestätigen den Effekt für das mathematische Selbstkonzept von Grundschülern in den ersten beiden Schuljahren. Zeinz und Köller (2006) finden ferner, dass die Einführung von Schulnoten in der zweiten Grundschulklasse die negativen Auswirkungen des Fischteicheffekts im Vergleich zu Grundschulklassen ohne Notengebung verstärkt.…”

Section: Forschungsstandunclassified

Der Übergang in die Sekundarstufe I : die Bedeutung sozialer Beziehungen für den Schulerfolg und die Formation elterlicher Bildungsentscheidungen

Kleine

2014

Schriften Aus Der Fakultät Sozial- Und Wirtschaftswissenschaften Der Otto-Friedrich-Universität Bamberg

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“…On one hand, within educational research, interest is usually conceptualized as the "specific and distinguished relationship between a person and […] concrete things, a topic, a subject-matter or an abstract idea" (Krapp & Prenzel, 2011, p. 31). On the other hand, academic self-concept refers to the cognitive representations of one's own abilities in academic performance situations (Gabriel-Busse et al, 2018;Dickhäuser et al, 2002;Shavelson et al, 1976), and sense of belonging to an academic domain is defined as individuals' feeling or sensation of connectedness and social affiliation with and within an academic domain (Feser, 2021;Pendergast et al, 2020). The domain-specific manifestations of these three constructs (i.e., teachers' interest, academic self-concept, and sense of belonging regarding natural sciences and, analogously, teachers' interest, academic self-concept, and sense of belonging regarding social sciences) are considered key features of teachers' domain-specific professional identity.…”

Section: Introductionmentioning

confidence: 99%

Pre-Service Primary School Teachers Interdisciplinary Competence and their Interest, Self-Concept, and Sense of Belonging Regarding Natural and Social Sciences: Findings from a Longitudinal Study in Germany

Feser¹,

Michalik²

2023

iejee

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In German primary schools, natural sciences and social studies are learned and taught in an integrative manner within a subject called Sachunterricht. To teach Sachunterricht in a high-quality manner, it is reasonable to assume that primary school teachers themselves require—among other things, such as knowledge about pedagogy, teaching Sachunterricht, and the various content areas of Sachunterricht—a distinct interest, academic self-concept, and sense of belonging regarding natural and social sciences. Furthermore, they should possess a solid interdisciplinary competence that enables them to teach natural and social sciences in an integrative way. In the present study, we conducted a longitudinal survey of pre-service primary school teachers from a German university over a period of 2 years to investigate the changes in their (self-evaluated) interdisciplinary competence; the changes in their interest, academic self-concept, and sense of belonging regarding natural and social sciences; and the correlations between these constructs. Our data analysis revealed a decrease over time in participants’ sense of belonging to natural and social sciences, as well as their (self-evaluated) interdisciplinary competence, while their academic self-concept in natural and social sciences remained stable. Participants’ interest in social sciences decreased, while their interest in natural sciences increased. Moreover, we found varying degrees of correlation between these constructs. In summary, the results of the present study provide important insights into the professional development of pre-service primary school teachers within university-based teacher education for teaching natural and social sciences in primary school. The implications of these findings are discussed in detail at the end of this paper.

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Fachspezifisch oder nicht? – Eine Studie zur Analyse der Binnenstruktur des Selbstkonzepts Sachunterricht

Cited by 4 publications

References 27 publications

Effects of an Interdisciplinary Course on Pre-Service Primary Teachers’ Content Knowledge and Academic Self-Concepts in Science and Technology–A Quantitative Longitudinal Study

Effects of an Interdisciplinary Course on Pre-Service Primary Teachers’ Content Knowledge and Academic Self-Concepts in Science and Technology–A Quantitative Longitudinal Study

Der Übergang in die Sekundarstufe I : die Bedeutung sozialer Beziehungen für den Schulerfolg und die Formation elterlicher Bildungsentscheidungen

Pre-Service Primary School Teachers Interdisciplinary Competence and their Interest, Self-Concept, and Sense of Belonging Regarding Natural and Social Sciences: Findings from a Longitudinal Study in Germany

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