High- and Non-High-Performing Students in Science: The Interplay Among Student-Active Teaching, Self-Concept, and Interest

• In Event: Poster Session 10
  In Poster Session: Exploring Ways to Engage Students in Science

Abstract

There is a high interest in promoting young talents in science. This requires science teaching to promote both, high performance in science as well as high motivational-affective characteristics like self-concept and interest. Although research has shown that the relation of instructional characteristics and outcomes varies for different student characteristics, results on differences between high and non-high performers and differences within the group of high-performers are limited. This paper investigates whether the relation of student-active instructional characteristics of science teaching (interactive teaching, inquiry-based teaching, and focus on application) and cognitive and non-cognitive outcomes (performance, self-concept, and interest) differs between high and non-high performers. In addition, the role of self-concept for the relation of teaching and interest of high performers is analysed.

Authors

• Stefanie Schmidtner, Technische Universität München

• Anja Schiepe-Tiska, Technische Universität München

• Tina Seidel, Technische Universität München

• Manfred Prenzel, Technische Universität München