Abstracts
Abstract
This study investigates the effectiveness of political science classes in Germany. It analyzes whether or not 1,071 students in the 9th and 10th grade showed increases in knowledge after participating in the lesson series. This analysis focuses on the competence dimension “subject-specific content knowledge” as well as on the motivational predispositions “academic self-concept” and “interest in politics.” It also examines the instructional characteristics “inclusion of students” and “cognitive activation” from the students’ perspective. One’s academic self-concept and interest in politics, as well as cognitively activating instruction, have a moderately positive effect upon educational success. Social inclusion correlates with all constructs except subject-specific content knowledge.
Résumé
Ce projet de recherche explore l’efficacité de l’enseignement en sciences politiques tel que prodigué en Allemagne. Pour ce faire, les auteurs analysent les connaissances de 1 071 élèves de 9e et 10e année pour voir si elles se sont accrues à la suite de leur participation à la série de cours. Cette analyse met l’accent sur l’élément de compétence « connaissances de contenu spécifique à une matière », ainsi que sur les prédispositions motivationnelles « concept de soi en milieu scolaire » et « intérêt en politique ». Elle s’arrête également aux dimensions pédagogiques « inclusion des élèves » et « activation cognitive », du point de vue des apprenants. Le concept de soi en milieu scolaire et l’intérêt en politique, ainsi que l’enseignement avec activation cognitive ont un effet positif modéré sur la réussite scolaire. Quant à l’aspect inclusion sociale, il se corrèle avec tous les concepts, à l’exception des connaissances de contenu spécifique à une matière.
Appendices
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