Physics in Context – A program for Improving Physics Instruction in Germany

Duit, Reinders; Mikelskis-Seifert, Silke; Wodzinski, Christoph T.

doi:10.1007/978-1-4020-5032-9_9

Cited by 10 publications

(12 citation statements)

References 6 publications

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“…Although these approaches are based on different theoretical foundations, some similarities with autonomy-supportive strategies can be identified. For example, embedding the teaching of different topics in meaningful contexts (e.g., Muckenfuß, 1995) is central to the “physics in context” project (Duit, Mikelskis-Seifert, & Wodzinski, 2007). Using contexts that refer to students’ living environment, such as their daily routine, makes physics tasks more meaningful to students (Duit et al, 2007).…”

Section: Autonomy-supportive Interventions In the Classroom Contextmentioning

confidence: 99%

Beneficial for some or for everyone? Exploring the effects of an autonomy-supportive intervention in the real-life classroom.

Flunger

Mayer

Umbach

2019

Journal of Educational Psychology

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The present study investigated whether an autonomy-supportive intervention influenced students’ need satisfaction, achievement emotions, and strategies of self-regulated learning differently depending on several student characteristics. The study was conducted with a sample of 345 9th-grade students in 17 physics classrooms who were randomly assigned to an experimental or a control condition. In both conditions, their physics teachers taught a standardized teaching unit on heat transfer that either entailed autonomy support (via provision of choices, provision of rationales, and informational language) or was taught using the regular teaching style. A range of student characteristics (gender, prior physics grades, physics-related effort, interest, extrinsic motivation, self-efficacy, and perceived autonomy in physics class) were considered as potential moderators. The differential effectiveness of the autonomy-supportive intervention was investigated using the EffecLiteR approach. Both the average effects of the intervention and conditional effects (i.e., distinct interactions of the intervention with each of the student characteristics) were investigated. Analyzing average treatment effects revealed that the autonomy-supportive intervention had a positive impact on all outcomes. The intervention fostered need satisfaction, positive achievement emotions, and learning behaviors and reduced negative emotions. Moreover, the results showed that students’ prior grades moderated the effects of the intervention with regard to 3 outcomes: Students with higher grades reported greater optional choices, joy and effort. These findings point to the benefits of providing autonomy support in physics and demonstrate the relevance of conducting a detailed analysis of the differential effects of motivational interventions.

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Section: Autonomy-supportive Interventions In the Classroom Contextmentioning

confidence: 99%

Beneficial for some or for everyone? Exploring the effects of an autonomy-supportive intervention in the real-life classroom.

Flunger

Mayer

Umbach

2019

Journal of Educational Psychology

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“…Before we started the project "SicuraMENTE", good examples of activities related to context-based physics learning and concerning traffic safety were proposed [18][19][20][21][22]. From these projects, it becomes obvious that there is a great need to study how the conceptual knowledge of physics can be integrated in science and society contexts, thus, grounding a new way of looking at the setting of both physics and science and society, not evoked by, but based on the fact that subjective knowledge is constructed.…”

Section: Interdisciplinary In Mobility Educationmentioning

confidence: 99%

Physics of Traffic and the Crowds Theory: A Multidisciplinary Approach to Mobility Education

Tamburini¹,

Colomban²

2015

JTTE

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Crowding is a reality in which we find ourselves involved daily. The crowd produced in a traffic jam is a dynamic entity in which the application of physics, mathematics and biology can provide practical help to understand how and why this problematic situation occurs and what solutions can be found to resolve it. In the mobility education project "SicuraMENTE", we carried out an experiment on the conduct of a crowd by simulating a situation of intense city traffic. Taking a cue from an experimental situation proposed in traffic physics, we have verified that a route with limited access can generate a traffic jam and the crowd of pedestrians can be mitigated by forcing the crowd to use dedicated streets. Taking the outgoing time of the student crowd from the outlet road, with and without the presence of an obstacle in the middle of the roadway, it was found that the traffic jam is resolved more quickly in the situation with an obstacle because the flow of people is divided into two separate channels, reducing the probability that two individuals are close and that this creates an obstruction (example of counter-intuitive physical principle). We also verified that the speed of the elements of the crowd influences the formation of traffic jams, which are on average more likely in the case of higher speed. These important aspects in the design of road networks and transport infrastructure have made students reason on physics' topics, but also on the correct conduct in traffic. The multidisciplinary approach in education for safe and sustainable mobility, so innovative in Italy, turned out to be effective in terms of teaching in the frame of a mix of academic disciplines, in which road safety education has become the context and the goal.

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“…Dieser Befund entspricht unseren theoretischen Überlegungen sowie Ergebnissen aus dem Schulkontext, die ebenfalls die große Bedeutung der inhaltlichen Relevanz für die Lernmotivation gezeigt haben (vgl. Mitchell 1993;Hoffmann, Häußler & Lehrke 1998;Parchmann & Gräsel 2004;Duit & Mikelskis-Seifert 2007). Offensichtlich bieten Museen und Science Center Schülerinnen und Schülern gute Möglichkeiten, die Relevanz von naturwissenschaftlich-technischen Inhaltsbereichen wahrzunehmen, was wiederum zur Vorhersage des situationalen Interesses beiträgt.…”

Section: Befunde Zu Situationalem Interesse-catchunclassified

“…Prominente Beispiele sind die IPN-Interessenstudie Physik (Hoffmann, Häußler & Lehrke 1998) und die Programme "Physik/Chemie/Biologie im Kontext" (Parchmann & Gräsel 2004;Duit & Mikelskis-Seifert 2007;Demuth et al 2008;Hammann et al 2008). Diese Projekte haben u. a. gezeigt, dass sich ein anwendungsorientierter und kontextbezogener Unterricht, in welchem die Relevanz der Lerninhalte für die Schülerinnen und Schüler erfahrbar und nachvollziehbar wird, motivations-und lernförderlich auswirkt (Hoffmann, Häußler & Lehrke 1998;Parchmann & Gräsel 2004).…”

Section: Introductionunclassified

“…Diese Projekte haben u. a. gezeigt, dass sich ein anwendungsorientierter und kontextbezogener Unterricht, in welchem die Relevanz der Lerninhalte für die Schülerinnen und Schüler erfahrbar und nachvollziehbar wird, motivations-und lernförderlich auswirkt (Hoffmann, Häußler & Lehrke 1998;Parchmann & Gräsel 2004). Dies kann beispielsweise durch die Bearbeitung lebensweltlicher Fragestellungen aus Alltag, Technik und Gesellschaft oder authentische Erfahrungen beim Experimentieren geschehen (Duit & Mikelskis-Seifert 2007).…”

Section: Introductionunclassified

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Motivationale Aspekte von schulischen Besuchen in naturwissenschaftlich-technischen Museen

Lewalter¹,

Geyer²

2009

ZfE

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Zusammenfassung: Museen und Science Center, deren Ziel u. a. die Förderung von Interessen für die präsentierten Inhalte ist, erfreuen sich als Ergänzung schulischen Unterrichts großer Beliebtheit. Insbesondere in Hinblick auf den naturwissenschaftlichen Bereich stellt sich die Frage, inwieweit deren Nutzung tatsächlich zur Motivationsförderung beitragen kann. Ausgehend vom Konzept des situationalen Interesses wurden anhand von zwei Studien die Ziele und die Gestaltung schulischer Museumsbesuche durch die Lehrkraft sowie die Vorhersagekraft der Besuchsgestaltung, der wahrgenommenen Unterstützung der basic needs und der wahrgenommenen inhaltlichen Relevanz für das situationale Interesse der Schüler/innen untersucht. Dazu wurde eine postalische Befragung mit 227 Lehrkräften naturwissenschaftlicher Fächer u. a. zu Zielsetzungen und Gestaltungsaspekten schulischer Museums-und Science Centerbesuche durchgeführt und 344 Schüler/innen der 7. und 8. Jahrgangsstufe (14 Klassen) hinsichtlich ihres situationalen Interesses während des Besuchs und Aspekten der Besuchsgestaltung im Anschluss an einen Museums-/Science Centerbesuch schriftlich befragt. Die Ergebnisse deuten auf die hohe Relevanz motivationaler Aspekte bei der Nutzung dieser Lernumgebungen hin.Abstract: Museums are very popular for school excursions. One of their most important aims is to foster the visitors' interest for the presented topics. Especially with regard to natural science, it is important to question to what extent this learning environment can indeed foster students' learning motivation. The research presented here is based on the concept of situational interest. In two studies, the goals and the design of school museum visits as well as the impact of the design, the perceived support of basic needs, and the perceived content relevance for students' situational interest were investigated. For this purpose a postal survey of 227 teachers of natural science was conducted on their goals and design of school visits to museums. Furthermore, 344 pupils of grades 7 and 8 (14 classes) were surveyed in a written questionnaire regarding their situational interest during the visit and on aspects of the design of the visit. The results show the high relevance of motivational aspects for the use of museums as learning environments.

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Physics in Context – A program for Improving Physics Instruction in Germany

Cited by 10 publications

References 6 publications

Beneficial for some or for everyone? Exploring the effects of an autonomy-supportive intervention in the real-life classroom.

Beneficial for some or for everyone? Exploring the effects of an autonomy-supportive intervention in the real-life classroom.

Physics of Traffic and the Crowds Theory: A Multidisciplinary Approach to Mobility Education

Motivationale Aspekte von schulischen Besuchen in naturwissenschaftlich-technischen Museen

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