{"id":260,"date":"2018-04-23T07:36:58","date_gmt":"2018-04-23T07:36:58","guid":{"rendered":"http:\/\/www.milq.info\/?page_id=260"},"modified":"2026-10-09T08:51:02","modified_gmt":"2026-10-09T06:51:02","slug":"evaluationbremen","status":"publish","type":"page","link":"https:\/\/www.milq.info\/en\/evaluationbremen\/","title":{"rendered":"Evaluation of the Bremen Concept"},"content":{"rendered":"
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Extensive empirical studies have been carried out on the Bremen concept, most notably the doctoral theses of Petri (1996) and Deylitz (1999).<\/p>\n

Petri\u2019s work essentially examines how the conceptions of a single student change.<\/p>\n

The systematic evaluation of the Bremen teaching concept is the subject of Deylitz\u2019s thesis (1999).<\/p>\n

In his evaluation study, Deylitz examined 26 students in three advanced courses at upper secondary schools in Bremen, as well as 40 students in introductory courses at a university in Perth (Australia).<\/p>\n

The classroom discussions in the courses were audio-recorded. At various points during the course, written tests (exams, homework) were administered and interviews were conducted. The teaching in the classes studied lasted about 75 lessons.<\/p>\n

To categorize the results, Deylitz divided the subject matter into several content areas: atomic model, \"psi\" function, concept of state, Schr\u00f6dinger equation, relation between measured quantity and theory, many-electron atoms.<\/p>\n

He defines different levels of attainment to classify the students\u2019 statements on these content areas. The levels range from level 3 (\u201ccorrectly reproduces the essential aspects of the lessons\u201d) to level 0 (\u201cdoes not express themselves in the sense of the teaching approach\u201d). The levels determined in this way serve as a measure of teaching success.<\/p>\n

As a result of his study, Deylitz finds that in the (rather qualitative) content areas atomic model, \"psi\" function<\/i> and concept of state<\/i>, about 60\u201370 % of the students reach the intended levels 2 and 3. In contrast, teaching success in the content areas Schr\u00f6dinger equation, relation between measured quantity and theory<\/i> and many-electron atoms<\/i> is rather unsatisfactory: only about 30\u201350 % of the students reached level 2 or 3.<\/p>\n

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Extensive empirical studies have been carried out on the Bremen concept, most notably the doctoral theses of Petri (1996) and Deylitz (1999). Petri\u2019s work essentially examines how the conceptions of a single student change. The systematic evaluation of the Bremen teaching concept is the subject of Deylitz\u2019s thesis (1999). In his evaluation study, Deylitz examined… Continue reading Evaluation of the Bremen Concept<\/span><\/a><\/p>\n","protected":false},"author":5,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-260","page","type-page","status-publish","hentry","without-featured-image"],"yoast_head":"\nEvaluation of the Bremen Concept - milq<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.milq.info\/en\/evaluationbremen\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Evaluation of the Bremen Concept - milq\" \/>\n<meta property=\"og:description\" content=\"Extensive empirical studies have been carried out on the Bremen concept, most notably the doctoral theses of Petri (1996) and Deylitz (1999). 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Petri\u2019s work essentially examines how the conceptions of a single student change. The systematic evaluation of the Bremen teaching concept is the subject of Deylitz\u2019s thesis (1999). 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