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<p>This study examines the relationship between teachers’ professional competence, the quality of instruction and the achievement of multidimensional educational goals in science. For science education, the existing body of research on this theoretical causal chain remains highly inconsistent, which can be attributed to varying operationalizations. By employing a&#xa0;differentiated assessment of pedagogical content knowledge (PCK) and teacher enthusiasm, we analyze to what extent these factors are related to the generic and domain-specific cognitive activating as well as the motivational potential of exam tasks and to which degree an influence on students’ competencies can be found. For this purpose, data from <i>N</i> = 31 science teachers and their <i>N</i> = 630 students were analyzed. While declarative PCK correlates with the motivational potential of the task, no direct relationship between teachers’ competencies and students’ competencies can be observed. However, both the motivational as well as the domain-specific cognitive activating potential of the tasks are associated with students’ competencies.</p>

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Zusammenhänge zwischen professioneller Handlungskompetenz von Lehrkräften, der Unterrichtsgestaltung und der Förderung mehrdimensionaler Bildungsziele in den Naturwissenschaften – Ergebnisse aus PISA-Ceco

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月7日

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  • Stefan Sorge,
  • Christina Ehras,
  • Pia Todtenhöfer,
  • Arne Dittmer,
  • Anna Heinle,
  • Stefan Krauss,
  • Benjamin Münch,
  • Knut Neumann,
  • Dustin Schiering,
  • Victoria Telser,
  • Oliver Tepner,
  • Anja Schiepe-Tiska

摘要

This study examines the relationship between teachers’ professional competence, the quality of instruction and the achievement of multidimensional educational goals in science. For science education, the existing body of research on this theoretical causal chain remains highly inconsistent, which can be attributed to varying operationalizations. By employing a differentiated assessment of pedagogical content knowledge (PCK) and teacher enthusiasm, we analyze to what extent these factors are related to the generic and domain-specific cognitive activating as well as the motivational potential of exam tasks and to which degree an influence on students’ competencies can be found. For this purpose, data from N = 31 science teachers and their N = 630 students were analyzed. While declarative PCK correlates with the motivational potential of the task, no direct relationship between teachers’ competencies and students’ competencies can be observed. However, both the motivational as well as the domain-specific cognitive activating potential of the tasks are associated with students’ competencies.