Details
| Translated title of the contribution | Quality of instruction in science education—a systematic review including goals, contents, and methods of science education |
|---|---|
| Original language | German |
| Pages (from-to) | 319-360 |
| Number of pages | 42 |
| Journal | Unterrichtswissenschaft |
| Volume | 48 |
| Issue number | 3 |
| Early online date | 4 May 2020 |
| Publication status | Published - Sept 2020 |
Abstract
Aiming at systematizing science education and rather generic perspectives on the quality of instruction, this article presents a systematic review of quantitative video studies from science education. Based on a description of the specifics of goals, contents and methods of science education and a literature research, using the PRISMA statement, the items and criteria of 28 video studies were systematized and compared to an interdisciplinary-oriented generic framework. That framework originated from generic classroom research and distinguishes between dimensions and subdimensions of quality of instruction. A coding method was implemented that differentiates between three degrees of congruence. The objectivity of the encoding was verified with a double encoding (0.66 < κ < 0.78). The results show that a total of 388 criteria could be extracted and compared to the framework. Overall, we found a high degree of comparability between science education and generic perspectives, even though terminologies and content-related emphases can turn out to be different. The article discusses the extent to which the extended framework of generic and science education dimensions of teaching quality can facilitate interdisciplinary communication and which research perspectives emerge from the mutual reflection of the disciplines as well as from the interplay of subject-specific goals, contents and methods.
ASJC Scopus subject areas
- Social Sciences(all)
- Education
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In: Unterrichtswissenschaft, Vol. 48, No. 3, 09.2020, p. 319-360.
Research output: Contribution to journal › Review article › Research › peer review
}
TY - JOUR
T1 - Kriterien naturwissenschaftsdidaktischer Unterrichtsqualität
T2 - ein systematisches Review videobasierter Unterrichtsforschung
AU - Heinitz, Benjamin
AU - Nehring, Andreas
N1 - Funding Information: Die Autoren bedanken sich bei Prof. Dr. Susanne Weßnigk und Dr. Sarah Dannemann für ihre Anregungen zu den physik- und biologiedidaktischen Anteilen des Reviews sowie bei Jasmin Meyer für die Unterstützung während der Ratings und der Diskussion der Kriterien.
PY - 2020/9
Y1 - 2020/9
N2 - Aiming at systematizing science education and rather generic perspectives on the quality of instruction, this article presents a systematic review of quantitative video studies from science education. Based on a description of the specifics of goals, contents and methods of science education and a literature research, using the PRISMA statement, the items and criteria of 28 video studies were systematized and compared to an interdisciplinary-oriented generic framework. That framework originated from generic classroom research and distinguishes between dimensions and subdimensions of quality of instruction. A coding method was implemented that differentiates between three degrees of congruence. The objectivity of the encoding was verified with a double encoding (0.66 < κ < 0.78). The results show that a total of 388 criteria could be extracted and compared to the framework. Overall, we found a high degree of comparability between science education and generic perspectives, even though terminologies and content-related emphases can turn out to be different. The article discusses the extent to which the extended framework of generic and science education dimensions of teaching quality can facilitate interdisciplinary communication and which research perspectives emerge from the mutual reflection of the disciplines as well as from the interplay of subject-specific goals, contents and methods.
AB - Aiming at systematizing science education and rather generic perspectives on the quality of instruction, this article presents a systematic review of quantitative video studies from science education. Based on a description of the specifics of goals, contents and methods of science education and a literature research, using the PRISMA statement, the items and criteria of 28 video studies were systematized and compared to an interdisciplinary-oriented generic framework. That framework originated from generic classroom research and distinguishes between dimensions and subdimensions of quality of instruction. A coding method was implemented that differentiates between three degrees of congruence. The objectivity of the encoding was verified with a double encoding (0.66 < κ < 0.78). The results show that a total of 388 criteria could be extracted and compared to the framework. Overall, we found a high degree of comparability between science education and generic perspectives, even though terminologies and content-related emphases can turn out to be different. The article discusses the extent to which the extended framework of generic and science education dimensions of teaching quality can facilitate interdisciplinary communication and which research perspectives emerge from the mutual reflection of the disciplines as well as from the interplay of subject-specific goals, contents and methods.
KW - Content-specifity
KW - Generic framework
KW - Quality of instruction
KW - Systematic review
KW - Video studies
UR - http://www.scopus.com/inward/record.url?scp=85085139858&partnerID=8YFLogxK
U2 - 10.1007/s42010-020-00074-8
DO - 10.1007/s42010-020-00074-8
M3 - Übersichtsarbeit
VL - 48
SP - 319
EP - 360
JO - Unterrichtswissenschaft
JF - Unterrichtswissenschaft
IS - 3
ER -