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The study presented in this book is embedded within the 'Video Study of Physics Lessons' conducted by the Institute for Science Education at the University of Kiel. The study aims at analysing whether physics lessons taught by a sample of German physics teachers meet key characteristics of constructivist learning environments and constructivist teaching sequences as identified in the literature. Classroom learning environments are assessed using a category system called the Constructivist Oriented Science Classrooms (COSC), while teaching sequences are assessed using a category system called the Constructivist Teaching Sequences (CTS). This book presents the results of the analyses as well as the correlations between the appearances of the characteristics of constructivist-oriented lessons and students' achievement and students' interest.
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