Effects of Different Approaches to Science Teaching on Content Knowledge-Linking Within the Concept of Energy

• In Event: AERA Roundtable Session 9
  In Roundtable Session: Equity Going Beyond Inclusion in Science Education

Abstract

In contrast to English-speaking countries (like the US), science at the secondary level in Germany is taught differentiated into the subjects biology, chemistry, and physics. According to relevant learning theories, researchers suspect a superiority of the integrated science teaching approach concerning knowledge-linking – although empirical evidence is still missing. In this study, we investigate the effects of both science teaching approaches on students’ content knowledge-linking performance at a German school. For this purpose, we examine essays of students about the core concept of energy with a theory-based model. Our analysis shows that students receiving the integrated science approach (N = 141) show more frequent as well as superior content knowledge-linking than students receiving the differentiated science approach (N = 132).

Authors

• Dennis Dietz, Freie Universität Berlin

• Claus F. Bolte, Freie Universität Berlin