Performance differences in competency tests in biology and chemistry - the role of interest and motivation

• Applicants: Professor Dr. Jürgen Mayer; Professorin Dr. Elke Sumfleth; Professor Dr. Maik Walpuski
• Subject Area: General and Domain-Specific Teaching and Learning
• Term: from 2013 to 2017
• Project identifier: Deutsche Forschungsgemeinschaft (DFG) - Project number 234145582

The project aims at a theoretical extension of a measurement model regarding scientific competencies of learners at lower secondary schools. The model will be extended to the task-based influence of interest and motivation. On the basis of the ESNaS-model for the evaluation of the national educational standards in science education, the competencies of content knowledge and evaluation and judgement are modelled with respect to either biology or chemistry. Using the example of the competency areas content knowledge and evaluation and judgement the project addresses the question in how far and to what extent interest as well as motivational aspects explain intra- and interindividual performance differences in competency tests. Interest factors are investigated with regard to the person-object theory of interest, whereas motivational aspects are related to the expectancy-value-theory. It is expected that both, factors of the direct performance-situation (situational interest, test motivation) and individual factors (individual interest, domain-specific self-concept) explain a significant part of the variance of competency. Furthermore, differences of these coherences are expected between the competency areas content knowledge and evaluation and judgement as well as between the subjects biology and chemistry. Written competency tests (content knowledge, evaluation and judgement) and questionnaires (interest and motivational factors) are planned as an empirical approach to the project. Data is collected from a sample of 550 students at lower secondary schools (grade 9/10). The expected findings are to be used (1) to optimise competency tests in science education by controlling motivational valencies of test items, (2) to increase the predictive power of the ESNaS-competency-model because it is possible to differentiate between competency and motivational parameters, and (3) to advance the modelling of interest, because with regard to the national educational standards in science education a systematic distinction between content, competencies and contexts is made.

• DFG Programme: Research Grants