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School subjects' synergy and teacher knowledge : Do biology and chemistry teachers benefit equally from their second subject? / Welter, Virginia; Herzog, Stefanie; Harms, Ute; Steffensky, Mirjam; Großschedl, Jörg.

In: Journal of Research in Science Teaching, 23.09.2021.

Research output: Contribution to journalJournal articleResearchpeer-review

Harvard

Welter, V, Herzog, S, Harms, U, Steffensky, M & Großschedl, J 2021, 'School subjects' synergy and teacher knowledge: Do biology and chemistry teachers benefit equally from their second subject?', Journal of Research in Science Teaching. https://doi.org/10.1002/tea.21728

APA

Welter, V., Herzog, S., Harms, U., Steffensky, M., & Großschedl, J. (2021). School subjects' synergy and teacher knowledge: Do biology and chemistry teachers benefit equally from their second subject? Journal of Research in Science Teaching. https://doi.org/10.1002/tea.21728

Vancouver

Welter V, Herzog S, Harms U, Steffensky M, Großschedl J. School subjects' synergy and teacher knowledge: Do biology and chemistry teachers benefit equally from their second subject? Journal of Research in Science Teaching. 2021 Sep 23. https://doi.org/10.1002/tea.21728

Author

Welter, Virginia ; Herzog, Stefanie ; Harms, Ute ; Steffensky, Mirjam ; Großschedl, Jörg. / School subjects' synergy and teacher knowledge : Do biology and chemistry teachers benefit equally from their second subject?. In: Journal of Research in Science Teaching. 2021.

BibTeX

@article{b4691958a53f45b88773b09a32f5e4e3,
title = "School subjects' synergy and teacher knowledge: Do biology and chemistry teachers benefit equally from their second subject?",
abstract = "German preservice teachers always study two teaching subjects instead of only one. This offers an almost paradigmatic approach for the investigation of effects of specific subject combinations on professional competence. So far, few studies focused on potential beneficial effects or risks on preservice teachers' motivational orientations, beliefs, and professional knowledge. In our exploratory study, we chose a cross-sectional quasi-experimental design to compare preservice teachers studying a combination of biology and chemistry to those who study only one of these two subjects and any other, as it is expected that the differences between less similar subjects (such as chemistry and art) are greater than those between two science subjects. A total of N = 570 preservice teachers with a minimum of one of their subjects being biology or chemistry were recruited in 12 universities in Germany. Nonparametric analyses using Westenberg–Mood's median test show that preservice teachers studying both biology and chemistry score significantly different on some central aspects of professional competence compared to those who study only one of the two subjects and any other. However, advantages regarding motivational orientations and professional knowledge can only be found for the domain of biology, whereas in the domain of chemistry it does not seem to matter which second subject is studied beside chemistry. Furthermore, students taking both sciences show a significantly lower educational motivation and corresponding self-concept, suggesting that dual science students' teaching and learning beliefs are less education-focused than those of students combining one science with a social or language subject. Our findings regarding synergy effects of the dual study of different natural sciences on aspects of professional knowledge can be relevant beyond the specific German context, that is, they can help to supplement or restructure a university curriculum.",
keywords = "dual science study, second subject, synergy, teachers' professional competence",
author = "Virginia Welter and Stefanie Herzog and Ute Harms and Mirjam Steffensky and J{\"o}rg Gro{\ss}schedl",
year = "2021",
month = sep,
day = "23",
doi = "10.1002/tea.21728",
language = "English",
journal = "Journal of Research in Science Teaching",
issn = "0022-4308",
publisher = "Wiley",

}

RIS

TY - JOUR

T1 - School subjects' synergy and teacher knowledge

T2 - Do biology and chemistry teachers benefit equally from their second subject?

AU - Welter, Virginia

AU - Herzog, Stefanie

AU - Harms, Ute

AU - Steffensky, Mirjam

AU - Großschedl, Jörg

PY - 2021/9/23

Y1 - 2021/9/23

N2 - German preservice teachers always study two teaching subjects instead of only one. This offers an almost paradigmatic approach for the investigation of effects of specific subject combinations on professional competence. So far, few studies focused on potential beneficial effects or risks on preservice teachers' motivational orientations, beliefs, and professional knowledge. In our exploratory study, we chose a cross-sectional quasi-experimental design to compare preservice teachers studying a combination of biology and chemistry to those who study only one of these two subjects and any other, as it is expected that the differences between less similar subjects (such as chemistry and art) are greater than those between two science subjects. A total of N = 570 preservice teachers with a minimum of one of their subjects being biology or chemistry were recruited in 12 universities in Germany. Nonparametric analyses using Westenberg–Mood's median test show that preservice teachers studying both biology and chemistry score significantly different on some central aspects of professional competence compared to those who study only one of the two subjects and any other. However, advantages regarding motivational orientations and professional knowledge can only be found for the domain of biology, whereas in the domain of chemistry it does not seem to matter which second subject is studied beside chemistry. Furthermore, students taking both sciences show a significantly lower educational motivation and corresponding self-concept, suggesting that dual science students' teaching and learning beliefs are less education-focused than those of students combining one science with a social or language subject. Our findings regarding synergy effects of the dual study of different natural sciences on aspects of professional knowledge can be relevant beyond the specific German context, that is, they can help to supplement or restructure a university curriculum.

AB - German preservice teachers always study two teaching subjects instead of only one. This offers an almost paradigmatic approach for the investigation of effects of specific subject combinations on professional competence. So far, few studies focused on potential beneficial effects or risks on preservice teachers' motivational orientations, beliefs, and professional knowledge. In our exploratory study, we chose a cross-sectional quasi-experimental design to compare preservice teachers studying a combination of biology and chemistry to those who study only one of these two subjects and any other, as it is expected that the differences between less similar subjects (such as chemistry and art) are greater than those between two science subjects. A total of N = 570 preservice teachers with a minimum of one of their subjects being biology or chemistry were recruited in 12 universities in Germany. Nonparametric analyses using Westenberg–Mood's median test show that preservice teachers studying both biology and chemistry score significantly different on some central aspects of professional competence compared to those who study only one of the two subjects and any other. However, advantages regarding motivational orientations and professional knowledge can only be found for the domain of biology, whereas in the domain of chemistry it does not seem to matter which second subject is studied beside chemistry. Furthermore, students taking both sciences show a significantly lower educational motivation and corresponding self-concept, suggesting that dual science students' teaching and learning beliefs are less education-focused than those of students combining one science with a social or language subject. Our findings regarding synergy effects of the dual study of different natural sciences on aspects of professional knowledge can be relevant beyond the specific German context, that is, they can help to supplement or restructure a university curriculum.

KW - dual science study

KW - second subject

KW - synergy

KW - teachers' professional competence

U2 - 10.1002/tea.21728

DO - 10.1002/tea.21728

M3 - Journal article

JO - Journal of Research in Science Teaching

JF - Journal of Research in Science Teaching

SN - 0022-4308

ER -

ID: 1681853