Hans Fischer | University of Duisburg-Essen (original) (raw)

Papers by Hans Fischer

Das Professionswissen von Lehrkraften spielt eine zentrale Rolle beim Kompetenzerwerb von Schuler... more Das Professionswissen von Lehrkraften spielt eine zentrale Rolle beim Kompetenzerwerb von Schulerinnen und Schulern. Nach einer Taxonomie von Shulman kann dieses Wissen in sieben Bereiche untergliedert werden. In der aktuellen Unterrichtsforschung werden davon die drei Bereiche Fachwissen, fachdidaktisches Wissen und padagogisches Wissen untersucht, die mit den wichtigsten Elementen aus den anderen Bereichen erganzt wurden. Ergebnisse aus der Physik und der Mathematik lassen vermuten, dass das Fachwissen von Lehrkraften eine notwendige Voraussetzung zum Aufbau von fachdidaktischem Wissen ist. Erste Untersuchungen an Studierenden deuten allerdings darauf hin, dass universitares Fachwissen, im Gegensatz zum schulnahen Wissen, keine unmittelbare Bedeutung fur die adaquate Reaktion auf kritische Unterrichtssituationen besitzt. In der hier vorgestellten Studie wurde untersucht, wie sich das schulnahe bzw. unterrichtsrelevante Fachwissen angehender Lehrkrafte im Laufe der Ausbildung veran...

The German National Education Standards (NES) for biology, chemistry and physics define the level... more The German National Education Standards (NES) for biology, chemistry and physics define the level of competence students are expected to have developed in these subjects by the end of middle school. In order to help students meet these goals, models are needed that describe how students develop competence in the respective subjects. This chapter details our efforts in developing such a model for physics. More specifically, we focused on how students develop an understanding of energy — a concept central to physics. Based on a model derived from previous research, a set of 118 energy tasks were authored and utilized to investigate students’ progression in understanding the concept of energy in (1) a cross-sectional study with students from Grades 6, 8, and 10 of middle school, and (2) a longitudinal study following students from Grade 6 through middle school. The results indicate that students progress in understanding energy by successively developing an understanding of four key id...

In almost every lesson teachers diagnose their students concerning knowledge and activities, but ... more In almost every lesson teachers diagnose their students concerning knowledge and activities, but most of them do so without appropriate diagnostic instruments. With the use of concept maps, the present study aims to offer physics teachers a suitable diagnostic instrument with an adequate analysis form for an instant use in their lessons. In a preliminary step, we first pinpointed what kind of knowledge concept maps measure. Therefore a sample of 79 ninth-grade German secondary school students drew concept maps under the instruction of two different task formats and afterwards filled out a competence test. For both task formats the concept maps were evaluated with the same scoring system and were tested for convergent validation against the competence test on the physics topic of energy. The results show a positive correlation between these two instruments and figure differences between the different task formats.

Models and Modeling in Science Education

This chapter provides an overview of different models and theories on learning with multiple repr... more This chapter provides an overview of different models and theories on learning with multiple representations and outlines their importance for physics education. We distinguish between internal and external multiple representations. The latter refer to any combination of visible representations such as pictures, text, graphs, and tables. Physics can be seen as a visual subject and such external representations have an unquestionable relevance in physics education and are described in theories such as the Cognitive Theory of Multimedia Learning, the Integrated Model of Text and Picture Comprehension, and the DeFT framework for learning with multiple representations. Each theory is discussed in this chapter. The benefits of instructional design for learning, that is, the nature of such representations and how they are combined with each other are moderated by individual learner characteristics, some of which are described in the next part of the chapter. The final emphasis on internal representations refers to the way in which external representations are translated into internal mental models: an example used is the Theory of Choreographies of Teaching which closes the chapter.

Swiss Journal of Educational Research

Can we be confident that extensively validated tests for teachers on their professional knowledge... more Can we be confident that extensively validated tests for teachers on their professional knowledge actually measure what matters for effective teaching? This study investigated the relations between physics teachers’ domain-specific professional knowledge, students’ cognitive activation – as a measure for the quality of instruction in each of the teachers’ classrooms – and the achievement of their students using multi-level analysis. Neither teachers’ content knowledge (CK) nor their pedagogical content knowledge (PCK) correlated significantly with their support of students’ cognitive activation in the classroom; nor did their professional knowledge explain any variance of student learning gains. While these results have to be interpreted carefully for various reasons, they question in particular the validity of the PCK test, which is dealing with content accepted in the community, but normatively set. Moreover, the findings of this study emphasize the importance of connecting profes...

International Journal of Science Education, 2016

Zeitschrift Fur Padagogik, 2008

Prenzel Manfred Hrsg Doll Jorg Hrsg Bildungsqualitat Von Schule Schulische Und Auberschulische Bedingungen Mathematischer Naturwissenschaftlicher Und Uberfachlicher Kompetenzen Weinheim Beltz 2002 S 124 138, 2002

International Journal of Science and Mathematics Education

Decreasing student interest and achievement during the transition from elementary to secondary sc... more Decreasing student interest and achievement during the transition from elementary to secondary school is an international problem, especially in science education. The question of what factors influence this decline has been a widely discussed topic. This study focuses on investigating the relationship of elementary school teachers’ content knowledge (CK) in physics upon the student outcomes of interest and achievement. Data were collected from K-4 elementary school teachers (N = 58) and their students (N = 1,326). Besides questionnaire surveys of teachers and students, one science lesson on the topic “states of matter and phase transitions” of each classroom was videotaped for assessing teaching quality. Analyses from a triangulation of data could not identify an impact of teachers’ CK upon students’ interest. However, the sequencing of learning processes within a lesson was found to be a positive predictor for students’ achievement, although only minimal time was spent on reflecti...

Research in Science Education - Past, Present, and Future, 2002

International Journal of Science and Mathematics Education, 2013

Research in Science Education, 1997

Being involved in science education we cannot avoid confronting the problem of students' wan... more Being involved in science education we cannot avoid confronting the problem of students' waning interest in physics. Therefore, we want to focus on arguments developed by new theoretical work in the field of motivation. Especially, we are attracted by the theory of motivation featured ...

Science Education, 1993

More than one decade the term 'aim of learning' has hypnotized educators, lecturers of... more More than one decade the term 'aim of learning' has hypnotized educators, lecturers of teaching methods and finally politicians, too. It should not be forgotten in this context that it is not important if one uses 'aim of teaching' instead of 'aim of learning.' The meaning is the same: it is the ...

International Journal of Science and Mathematics Education, 2010

The German education system does not traditionally rely on standardized testing. However, when th... more The German education system does not traditionally rely on standardized testing. However, when the Programme for International Student Assessment (PISA) study revealed an average performance of German students compared to other participating countries, a particular proportion of low-performing students, and remarkable disparities between the federal states, German policy makers decided for a major reform of the education system. A core piece of this reform was the introduction of National Education Standards. For science education, these standards were heavily influenced by the PISA results and its underlying framework. That is, with the standards, a paradigm shift took place from the German notion of Bildung towards the Anglo-American notion of literacy. With the introduction of these standards, a new field of empirical educational research was created: research on models of scientific literacy or competency models as a basis of benchmarking the standards. This article describes th...

Normal.dotm 0 0 1 174 997 IDN 8 1 1224 12.0 0 false 21 18 pt 18 pt 0 0 false false false Der Fors... more Normal.dotm 0 0 1 174 997 IDN 8 1 1224 12.0 0 false 21 18 pt 18 pt 0 0 false false false Der Forschungsverbund „Professionswissen in der Lehramtsausbildung Physik" ( ProfiLe-P ) hat sich zum Ziel gesetzt, ein Rahmenmodell des Professionswissens angehender Physiklehrerinnen und -lehrer sowie von Ubungsleiterinnen und -leitern der Physik zu entwickeln. Das Modell soll deklarative, analytische und prozedurale Komponenten fachdidaktischen Wissens sowie physikalisches Fachwissen umfassen. Im Verbund sind drei Teilvorhaben angelaufen. DaWis (Universitat Paderborn) setzt sich mit der analytischen und deklarativen Komponente fachdidaktischen Wissens auseinander, EWis (Universitat Bremen) beschaftigt sich mit den prozeduralen Komponenten fachdidaktischen Wissens und FaWis (Universitat Duisburg-Essen, RWTH Aachen) behandelt das physikalische Fachwissen. Es werden Testinstrumente fur alle Bereiche entwickelt und an der Zielgruppe - Physik-Lehramtsstudierende aller Stufen sowie Ubungsgrupp...

Durch sechs Themenfelder strukturiert werden ausgewählte Ergebnisse aus 10 Jahren DFG-Forschergru... more Durch sechs Themenfelder strukturiert werden ausgewählte Ergebnisse aus 10 Jahren DFG-Forschergruppe 511 und Graduiertenkolleg 902 nwu-essen von den Antragstellerinnen und Antragstellern dargestellt. Die Ergebnisse stammen aus 82 Dissertationen. Die Professionalisierung von Lehrkräften wird in Kapitel 1 insbesondere als Erwerb von Professionswissen aufgefasst. Damit können Auswirkungen auf die Unterrichtsqualität und die Lernerträge beschrieben werden. Im Kapitel 2 Naturwissenschaftliches Lernen im Übergang von der Grundschule zur Sekundarstufe werden Professionsmerkmale Kennzeichen von Lerngelegenheiten im Unterricht gegenüber gestellt. Im Kapitel 3 Fachdidaktische Strukturierung als Qualitätsmerkmal naturwissenschaftlichen Unterrichts: Sachstrukturen und Vernetzung, Kontext- und Aufgabenorientierung werden Effekte dieser Konzepte in unterschiedlichen Lernsituationen beschrieben. In Kapitel 4 Selbstreguliertes Experimentieren werden Erkenntnisse zum Anwenden und Fördern von Struktu...