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	Jörg Hirsch
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How do pupils work on physics tasks in physics lessons? In order to clarify this question, two groups of three students were videodocumented in four 10th grade classes in the 01/02 school year. With the help of situational and dispositional self-assessments of the pupils' experiences and interests, the aim is to find out, among other things, whether the pupils can be assigned to different types of interest and whether individual types also show certain behavioural or experiential characteristics. The pupils' interests, situational experience and self-concept were surveyed and statistically analysed. The video recordings of the affective and cognitive processes were analysed on a category basis, and the temporal structuring of the processes was determined by means of a transcript-based analysis. The main focus is on how the pupils' self-assessments, e.g. with regard to subject interest or self-concept, are related to the processing of tasks (duration of processing, pupils' exit behaviour) and whether the effects of the dispositional self-assessments are also evident in the situational interviews. I am currently in the process of forming the interest types and making initial links with the results of the experience surveys, the time spent on and away from the tasks and the performance.

Hirsch, Jörg (2001). Learning process study of the electrical circuit - A laboratory study on teaching with computer support. State examination thesis at Faculty I (Physics/Electrical Engineering) of the University of Bremen.