abstract
The theoretical framework and preliminary results of various evaluation measures of a German program to improve the quality of physics instruction are presented. The major emphasis of the program is to develop teachers’ thinking about good instruction as an indispensable prerequisite for improved teaching behaviour. It turns out that students’ development of affective variables (such as their self-assessed competence) appears to be more pleasing for the “Physics in Context” group than for the control group. Instruction within the program seems to include a significantly higher amount of inquiry activities than for the control group. The teachers rate their participation in the project rather positively
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Duit, R., Mikelskis-Seifert, S., Wodzinski, C.T. (2007). Physics in Context – A program for Improving Physics Instruction in Germany. In: Pintó, R., Couso, D. (eds) Contributions from Science Education Research. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-5032-9_9
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DOI: https://doi.org/10.1007/978-1-4020-5032-9_9
Publisher Name: Springer, Dordrecht
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