Die Nutzung von Transferstrategien beim Transfer von physikalischen Konzepten zum Thema Energie in Zusammenhang mit kontextorientiertem Unterricht und situationalem Interesse

The ability to apply concepts learned in class is a fundamental goal of physics education. While transferring their knowledge, students use different strategies. The study presented here aims to investigate affective factors such as situational interest and contextualization of tasks in relation to the use of transfer strategies during transfer of physics concepts from the subject area of energy. Furthermore, the frequency of the applied transfer strategies when solving a physics transfer task is compared according to school grade and level. The comparison between the school levels shows that there are no significant differences in the use of transfer strategies. Furthermore, only two of the five transfer strategies differ significantly between a few school levels.. However, a structural equation model for modelling the relationships between interest, context orientation and the use of transfer strategies reveals that the perceived context orientation in class has a positive effect on the use of transfer strategies in four out of five cases (namely on the strategies adopting a subject perspective, school analogies, analogies free time and drawing conclusion). Further, the positive effect of context orientation on (situational) interest known from the literature could be replicated. Situational interest, on the other hand, has no direct correlation with four of the five transfer strategies and even shows a negative correlation (covariance) with the strategy thinking about the solution process.