Politisches Interesse und Politische Bildung

Lange, Dirk; Onken, Holger; Slopinski, Andreas

doi:10.1007/978-3-658-01944-0

Cited by 7 publications

(1 citation statement)

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“…The data captured confirm that this is indeed the case. These findings contradict surveys by Lange et al (2013) and Oesterreich (2002), in which pupils state they use television, daily newspapers and websites as a source of political information and knowledge acquisition more frequently than they do school classes. The result for growth of knowledge in the EG and CG requires further investigation.…”

Section: Resultscontrasting

confidence: 73%

The significance of trust in the political system and motivation for pupils’ learning progress in politics lessons

Landwehr

Weißeno

2016

Citizenship, Social and Economics Education

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Very little research has been conducted on the contribution of political education to learning progress in Germany. Hence, there is a need for intervention studies measuring performance against the theoretical background of a political competence model. This model comprises three constructs: subject knowledge, motivation and attitudes. According to this model, politics lessons should not only convey knowledge but also arouse subject interest, promote political attitudes and develop problem-solving skills. This study investigates how knowledge acquisition is influenced by intervention using theory-oriented teaching materials on the European Union, intervention using conventional textbooks on the European Union and politics lessons without any reference to the European Union. It further asks how the performance-related self-concept and subject interest in political issues impact political knowledge and whether civic virtue and trust in the system are related to it. The sample comprises 1071 pupils. Theory-oriented politics classes lead to greater growth of pupils' knowledge than in the control group. As anticipated, this study proves that a positive subject-specific self-concept impacts knowledge. The examination of political attitudes reveals a positive correlation between civic virtue and knowledge. There is no connection between trust in the political system and knowledge.

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Section: Resultscontrasting

confidence: 73%