This study presents findings on the physics identity development of female students in the German Physics Olympiad who participated in an intervention designed to support their engagement in physics. Enrichment programs such as the Physics Olympiad have been found to positively impact students' engagement and intent to pursue a career in science. However, many enrichment programs, including the Physics Olympiad, suffer from an underrepresentation of young women. The intervention investigated in this study capitalizes on gender-related research in physics education in order to explore ways in which gender equity can be raised in enrichment programs. To this end, we designed an identity-safe learning environment that facilitates participating young women's physics identity development. For example, same-sex groupings and considerately adopted physics contents that particularly acknowledge young women's interests (e.g., relation to medical issues and the human body) were utilized. Overall, 30 Olympians took part in a one-day intervention (13 females, 17 males). Positive effects in two important physics identity constructs, namely, interest and competence, for young women were found, while at the same time no effects were found for young men. Furthermore, the young women were more likely to participate in next year's Physics Olympiad, compared to the overall female Physics Olympiad population. These results indicate that the careful design of an intervention based on gender research and science identity theory can support young women's physics identity development.

Student competitions can act as potent enrichment measures and complement formal schooling in fostering students’ motivation as well as promoting their skills. This article presents the German Physics Olympiad, the national precursor to the International Physics Olympiad, in the general context of student competitions in Germany and its integration with the so called Science Olympiads in Germany. To put the German Physics Olympiad into an international context its structure and some of its features are compared with data on Physics Olympiads in other countries. As an outlook we elaborate on some of the challenges the Physics Olympiad in Germany is facing and present two research projects that further support the development of the competition.

Science education researchers typically face a trade-off between more quantitatively oriented confirmatory testing of hypotheses, or more qualitatively oriented exploration of novel hypotheses. More recently, open-ended, constructed response items were used to combine both approaches and advance assessment of complex science-related skills and competencies. For example, research in assessing science teachers’ noticing and attention to classroom events benefitted from more open-ended response formats because teachers can present their own accounts. Then, open-ended responses are typically analyzed with some form of content analysis. However, language is noisy, ambiguous, and unsegmented and thus open-ended, constructed responses are complex to analyze. Uncovering patterns in these responses would benefit from more principled and systematic analysis tools. Consequently, computer-based methods with the help of machine learning and natural language processing were argued to be promising means to enhance assessment of noticing skills with constructed response formats. In particular, pretrained language models recently advanced the study of linguistic phenomena and thus could well advance assessment of complex constructs through constructed response items. This study examines potentials and challenges of a pretrained language model-based clustering approach to assess preservice physics teachers’ attention to classroom events as elicited through open-ended written descriptions. It was examined to what extent the clustering approach could identify meaningful patterns in the constructed responses, and in what ways textual organization of the responses could be analyzed with the clusters. Preservice physics teachers (N = 75) were instructed to describe a standardized, video-recorded teaching situation in physics. The clustering approach was used to group related sentences. Results indicate that the pretrained language model-based clustering approach yields well-interpretable, specific, and robust clusters, which could be mapped to physics-specific and more general contents. Furthermore, the clusters facilitate advanced analysis of the textual organization of the constructed responses. Hence, we argue that machine learning and natural language processing provide science education researchers means to combine exploratory capabilities of qualitative research methods with the systematicity of quantitative methods.

No abstract

No abstract

The yolk protein genes (yps) of Drosophila melanogaster are only expressed in the ovary and fat body of female flies if they are supplied with proteinaceous food. This nutritional response is specific to the yp genes. We have used transgenic flies transformed with a series of constructs bearing deletions in the upstream region of the yp1 and yp2 genes attached to a reporter gene to search for DNA sequences responsible for the nutritional induction specific for yp1 and yp2 genes. Several regions were shown independently of each other to confer nutritional regulation on the expression of the yp1 and yp2 genes. This regulation can be induced both on the yp promoter and the heterologous Drosophila heat-shock 70 (hsp 70) promoter. The redundancy of sequences conferring a nutritional response on the yp genes is similar to that observed for the female specificity of these genes and suggest that several DNA binding proteins interact to provide the correct regulation of these genes. These results suggest that nutrition acts to modify the level of a trans-acting factor in the fat body. Northern blot analysis showed that the transcript levels from the dsx gene are not affected by nutrition, indicating that the response is not mediated via the dsx gene.

No abstract

Science education researchers have developed a refined understanding of the structure of science teachers’ pedagogical content knowledge (PCK), but how to develop applicable and situation-adequate PCK remains largely unclear. A potential problem lies in the diverse conceptualisations of the PCK used in PCK research. This study sought to systematize existing science education research on PCK through the lens of the recently proposed refined consensus model (RCM) of PCK. In this review, the studies’ approaches to investigating PCK and selected findings were characterised and synthesised as an overview comparing research before and after the publication of the RCM. We found that the studies largely employed a qualitative case-study methodology that included specific PCK models and tools. However, in recent years, the studies focused increasingly on quantitative aspects. Furthermore, results of the reviewed studies can mostly be integrated into the RCM. We argue that the RCM can function as a meaningful theoretical lens for conceptualizing links between teaching practice and PCK development by proposing pedagogical reasoning as a mechanism and/or explanation for PCK development in the context of teaching practice.