• Anja Schiepe-Tiska
  • Silke Rönnebeck
  • Patricia Heitmann
  • Katrin Schöps
  • Manfred Prenzel
  • Gabriel Nagy
Translated title of the contributionChanges in science competence from 9th to 10th Grade in PISA and the German educational standards, taking into account gender and school track specific differences as well as the composition of the students
Thus far, only little evidence exists for the development of students’ science competencies in Germany. The present paper examines in the context of the PISA 2012/2013 longitudinal study, how science competencies develop from 9th to 10th grade and whether there are differences between students depending on the school track, gender, and class membership. Besides PISA science competencies, curricular oriented competencies in content knowledge and scientific inquiry for the subjects biology, physics, and chemistry were examined. Results showed for PISA on average no changes. For all subjects, content knowledge increased; scientific inquiry only increased in physics. Differences occured between the highest school track and other school tracks. Furthermore, girls developed more favorable in PISA and biology as compared to boys based on their initial background. Composition effects could only be found for the average achievement level of a class in PISA but nor for the curricular oriented science competencies. For the average composition of the social background, no effects were found.
Original languageGerman
JournalZeitschrift für Erziehungswissenschaft
IssueSuppl. 2
Pages (from-to)151-176
Number of pages26
StatePublished - 06.2017

    Research areas

  • Methodological research and development - Scientific literacy, Content knowledge, Scientific inquiry, Composition effects

ID: 673868