Self-Concept Profiles in Lower Secondary Level – An Explanation for Gender Differences in Science Course Selection?

One of the most powerful determinants of course selection in upper secondary level is undoubtedly students’ self-concept. Students with a high self-concept in a domain are more likely to select a course in that domain. However, according to the dimensional comparison theory, the formation of self-concept includes comparison processes with self-concepts in other domains. Regarding gender, females are less likely to choose physics and are more likely to have lower STEM self-concepts as well as lower aspirations toward STEM careers than males. In Germany, students in Grade 10 choose specific academic tracks to attend during upper secondary school. The academic track choice goes in hand with choosing advanced courses. This choice entails the decision about whether to pursue STEM subjects. We adopted the person-centered approach of latent profile analysis (LPA) to investigate the patterns of students’ self-concepts across the five domains, math, biology, reading, English, and physics. Furthermore, we investigated how those patterns influence educational choices regarding science subjects in upper secondary school in Germany. Based on a sample of 1,658 students, we tested whether the distinct profiles of self-concept in different domains in Grade 8 predicted gendered science course selection in Grade 10 as well as career aspirations in science. LPAs yielded four distinct profiles of self-concept that differed in level and shape: high math, high verbal, low overall, and high overall. These profiles were equivalent across gender. Gender differences were manifested in the relative distribution across the four profiles: females were more present in the low overall and high verbal-related self-concept profiles and males in the overall high and high math-related self-concept profiles. The profiles differed regarding abilities, choice of science course in upper secondary level, and science career aspirations

Assessing students’ epistemic beliefs related to professional and school science

The school context, like other influences, affects the development of students’ epistemic beliefs (EBs), with theoretical conceptualizations suggesting a distinction between EBs related to professional and school science. However, empirical studies rarely address this distinction, and instruments separately assessing these EBs are not available. We address this research gap by providing a new questionnaire that is based on the established instrument by Conley et al. (2004) and which uses pairs of analogous items referring to the contexts of professional and school science. We succeeded in simultaneously assessing students’ EBs with reliable scales that allow for direct comparisons. Cross-sectional data is reported from a cohort study (N = 405) in grades 6 (n = 132), 8 (n = 167) and 10 (n = 106) that showed higher agreement with the scales related to professional science as well as higher agreement in higher grade levels. We further discuss methodological aspects of scale-formation, and highlight promising implementations of our questionnaire that future research could benefit from

Epistemic Beliefs in Science—A Systematic Integration of Evidence From Multiple Studies

Recent research has integrated developmental and dimensional perspectives on epistemic beliefs by implementing an approach in which profiles of learners’ epistemic beliefs are modeled across multiple dimensions. Variability in study characteristics has impeded the comparison of profiles of epistemic beliefs and their relations with external variables across studies. We examined this comparability by integrating data on epistemic beliefs about the source, certainty, development, and justification of knowledge in science from six studies comprising N = 10,932 German students from elementary to upper secondary school. Applying latent profile analyses to these data, we found that profiles of epistemic beliefs that were previously conceptualized were robust across multiple samples. We found indications that profiles of epistemic beliefs homogenize over the course of students’ education, are related to school tracking, and demonstrate robust relations with students’ personal characteristics and socioeconomic background. We discuss implications for the theory, assessment, and education of epistemic beliefs. © 2022, The Author(s)

German national proficiency scales in biology: Internal structure, relations to general cognitive abilities and verbal skills

National and international large-scale assessments (LSA) have a major impact on educational systems, which raises fundamental questions about the validity of the measures regarding their internal structure and their relations to relevant covariates. Given its importance, research on the validity of instruments specifically developed for LSA is still sparse, especially in science and its subdomains biology, chemistry, and physics. However, policy decisions for the improvement of educational quality based on LSA can only be helpful if valid information on students’ achievement levels is provided. In the present study, the nature of the measurement instruments based on the German Educational Standards in Biology is examined. On the basis of data from 3,165 students in Grade 10, we present dimensional analyses and report the relationship between different subdimensions of biology literacy and cognitive covariates such as general cognitive abilities and verbal skills. A theory-driven two-dimensional model fitted the data best. Content knowledge and scientific inquiry, two subdimensions of biology literacy, are highly correlated and show differential correlational patterns to the covariates. We argue that the underlying structure of biology should be incorporated into curricula, teacher training and future assessments

Aspekte der Validierung eines Tests zur Kompetenz in Biologie

Durch die zunehmende Durchführung von Kompetenztestungen haben Dimensionalitäts- und Zusammenhangsanalysen an Wichtigkeit zugenommen. In der vorliegenden Studie wurde Kompetenz in Biologie mit den Dimensionen Konzept- und Prozesswissen einer Dimensionalitätsprüfung unterzogen und mit externen Kriterien in Verbindung gebracht. Die hierfür angewandten Strukturgleichungsmodelle wurden auf der Grundlage von 3 156 Zehntklässlern in Deutschland modelliert. Konkurrierende Modelle zeigten die dimensionale Struktur von Kompetenz in Biologie. Das Modell mit dem besten Modellfit wurde systematisch mit den externen Maßen in Zusammenhang gebracht. Die Ergebnisse zeigen, dass Kompetenz in Biologie aus den zwei hoch miteinander korrelierenden Dimensionen Konzept- und Prozesswissen zusammengesetzt ist. Neben den erwarteten hohen Zusammenhängen mit sprachlichen Kompetenzen und kognitiver Grundfähigkeit, lagen differentielle Effekte nur für Konzeptwissen vor. Dieses hängt höher mit sprachlichen Kompetenzen als mit kognitiver Grundfähigkeit zusammen. Die Zusammenhänge mit den Fachnoten und dem Selbstkonzept sind hingegen inkonsistent. Das vermutete Zusammehangsmuster zeigte sich für die Fachnoten nicht. Das Selbstkonzept in Biologie leistet gleichermaßen einen Erklärungsbeitrag zu den beiden Dimensionen von Kompetenz in Biologie, die Selbstkonzepte in Chemie und Physik nicht. Die Studie zeigt, dass Mehrdimensionalität von Kompetenz in Biologie und andren Disziplinen untersucht werden muss, bevor sie in Testungen, in der Lehrerbildung und in Curricula implementiert wird.With the growing popularity of competence testing, there is a need for more research on newly developed test instruments. Therefore, I investigated competence in biology for dimensionality with regard to concept and process knowledge and its relations to linguistic competencies, cognitive ability, grades and self-concept in biology, chemistry and physics. The structural equation analyses are based on 3 165 German tenth-graders. First, concurring models reveal the dimensional structure. Second, covariates are applied systematically to the dimensional model with the best fit. The results show that competence in biology consists of two highly correlated dimensions: concept and process knowledge. Besides the high relations with linguistic competencies and general cognitive ability with both biology dimensions, differential effects could be detected for concept knowledge which is stronger associated to linguistic competencies than to general cognitive ability. The relation to the covariates grades and academic self-concept is inconsistent. Concerning grades, none of the expected patterns were found. One’s self-concept in biology helps explain concept and process knowledge in biology whereas self-concept in chemistry and physics does not. This study shows that multidimensionality of competence in biology and other disciplines will need to be tested before implementation in assessment, teacher education and curricula

Herbert Buchen / Leonhard Horster / Hans-Günter Rolff (Hrsg.): Schulinspektion und Schulleitung. Stuttgart: Raabe Verlagsgesellschaft 2006 (174 S.) [Rezension]

Rezension von: Herbert Buchen / Leonhard Horster / Hans-Günter Rolff (Hrsg.): Schulinspektion und Schulleitung. Stuttgart: Raabe Verlagsgesellschaft 2006 (174 S.; ISBN 3-88649-418-7; 24,50 EUR)

The social background of maths teachers in Germany - its connection with professional occupation and job-related convictions among teachers at secondary schools

Der vorliegende Artikel untersucht die sozioökonomische Herkunft von Mathematiklehrern in Deutschland und den Zusammenhang mit ihren Berufslaufbahnentscheidungen sowie berufsbezogenen Überzeugungen. Grundlage sind Fragebogendaten von 1126 Mathematiklehrkräften, die an einer für Deutschland repräsentativen Sekundarschul-Stichprobe unterrichten. Angelehnt an die Theorie Bourdieus wurde geprüft, ob die ökonomischen und kulturellen Verhältnisse in den Herkunftsfamilien der Lehrkräfte im Zusammenhang mit Entscheidungen zur Berufslaufbahn und ihren berufsbezogenen Überzeugungen stehen. Weiterhin wurde betrachtet, inwiefern Lehrkräfte in ihrem Unterrichtsalltag auf Schüler treffen, die aus ihnen fremden Herkunftsgruppen stammen. Die Ergebnisse zeigen, dass die sozioökonomische Herkunft der Lehrer in keinem systematischen Zusammenhang mit ihren Berufslaufbahnentscheidungen sowie ihren berufsbezogenen Überzeugungen stehen. (DIPF/Orig.)The present article analyzes the socio-economic background of maths teachers in Germany and its relation to career-related decisions and job-related convictions. These analyzes is based on data collected through questionnaires answered by 1126 maths teachers working at a sample of secondary schools representative of Germany. Following Bourdieu\u27s theory, the authors examine whether the economic and cultural conditions prevailing in the teachers\u27 families of origin are related to their decision to pursue this specific professional career or to their job-related convictions. Furthermore, it is analyzed in how far teachers, in their everyday work in the classroom, meet students from groups of origin foreign to the teachers themselves. The results show that the teachers socio-economic background has no systematic relation to either their career-related decisions or their job-related convictions. (DIPF/Orig.

Epistemological beliefs in science — a person-centered approach to investigate high school students\u27 profiles

Epistemological beliefs (EB) are a prominent topic in educational research and considered important for the learning process. Science EB in particular are not only important for learning in science but also a unique learning goal itself and connected to science abilities and achievement as well as to students\u27 personal features and background. Since EB are domain-specific we investigated the four relevant dimensions: justification, development, source, and certainty for the domain of science. We explored the number and characteristics of science EB profiles among 4,995 tenth graders and, by means of latent profile analysis (LPA), related them to student related constructs. We identified four groups that show level and shape differences. These groups also differed considerably regarding constructs related to students\u27 learning, namely self-concept, motivation and science achievement as well as gender, social background and school type. Implications for further research, in particular for cross-cultural studies, are discussed. (IPN/Orig.

Secondary School Leaving Examinations: The Impact of Expectancies, Values, and Dimensional Comparisons on Male and Female Students’ Science-Oriented Choices

In Germany, secondary school students have to choose at least one STEM subject (mathematics, biology, chemistry, and physics) for their Secondary School Leaving Examinations. In a representative sample of students in grade 13 in one federal state in Germany, we explore male and female students’ subject choices in an expectancy-value as well as dimensional comparison framework by considering prior performance, ability self-concept, and values in the chosen subject. We extend previous research by including dimensional comparisons that students make between the varying subjects they have to choose from. We discriminate between two opposing groups. One group shows a science-avoidance choice pattern by selecting only one science subject: biology (n = 439). The other group shows a science-oriented choice pattern by selecting either physics or chemistry or two STEM subjects of which one is physics or chemistry (n = 248). We measured achievement test scores, relative and absolute midterm grades, ability self-concepts, as well as attainment and utility values in chosen and non-chosen subjects and calculated logistic regressions as well as multigroup models. Our results showed that science-oriented final exam choices depended on two mechanisms. Within the expectancy-value framework, a science-oriented choice pattern was predicted by ability self-concept in mathematics for male and female students. However, attainment and utility values appeared to be irrelevant for this specific choice. Within the dimensional comparison framework, the relative mathematics-English midterm grade was relevant, but only for male students. Our findings raise the question whether male and female students should be encouraged differently in order to stay in the STEM pipeline and how structural conditions may shape pathways into or out of this pipeline