QUAKOU

QUAKOU: Quality characteristics of tasks in standard-oriented STEM lessons (Qualitätsmerkmale von Aufgaben im kompetenzorientierten MINT-Unterricht)

This dissertation project addresses the topic of tasks as a way of recording teaching quality characteristics in the context of standard-oriented STEM lessons.

Subproject 1: In the first study, the motivation-supporting potential of (schoolbook) tasks was analysed. Based on theoretical work in self-determination and interest theory, a low-inference coding scheme was developed to record the motivational potential of tasks. It was validated using Item Response Theory (IRT). For this purpose, current ninth-grade mathematics and physics schoolbook tasks (N = 254) were analysed using the categories of differentiated instruction, real-life context, autonomy support, competence support, and support for relatedness.

Subproject 2: The second study assesses the potential for cognitive activation (PCA; German: PKA - Potenzial zur kognitiven Aktivierung) in (schoolbook) tasks. The aim of the work is to present a coding scheme for the generic and subject-specific assessment of PCA in mathematics and science tasks and to empirically test it with current mathematics, physics, and chemistry schoolbook tasks (N = 378) using Item Response Theory (IRT). The coding scheme comprises the theoretically generic and subject-specific category challenging tasks and questions as well as the generic categories exploring and activating prior knowledge, exploration ways of thinking, receptive understanding of learning (negative), discursive/co-constructive learning, and metacognition.

Supervision:

Supervisor: Prof. Dr. Anja Schiepe-Tiska

Mentor: Prof. Dr. Janin Brandenburg