Wissenszuwachs und motivationale Orientierung im Politikunterricht: Ergebnisse aus der deutschen TEESAEC-Studie.

In: Was Schweizer Jugendliche von der EU wissen. Die schweizerische TEESAEC-Studie., p. 99-116

Abstract

"The present study examined predictions of increased learning effectiveness in the context of political education. In addition, the domain-specific selfconcept was examined. Analyses were based on the data of 502 students from German secondary schools. In the framework of the TEESAEC project, lessons employing WebQuest were compared with teacher-directed lessons in a total of 22 classes. TEESAEC was supported by the European Union from 2006 to 2009. Learning outcomes were assessed using a specially developed knowledge test, which was performed prior to and following the respective lesson series. Regression analyses provided no support for the study's hypothesis. Unexpectedly, learning with WebQuest did not lead to significantly greater learning gains. Various effects on prior knowledge and intra-individual changes in knowledge were found. While girls clearly benefited more from the lesson series than Boys, there was no substantial influence of sex on prior knowledge. Adolescents with a Turkish-migrant background performed considerably poorer, and those with a Southern European background somewhat poorer in the pre-test, than adolescents without a migrant background. Pupils may generally benefit from parents' cultural capital and too little from political education lessons. The domain-specific self-concept has significant effects on class level, interest in the subject, and media consumption. The results of the study suggest that motivation and subjective talent represent factors that are more important than the specific methods applied when it comes to lesson efficiency." (publisher's description).