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	Jörg Hirsch
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How do pupils tackle physics problems in physics lessons? To answer this question, two groups of three pupils in each of four Year 10 classes were video-recorded during the 2001–02 school year. With the help of situational and dispositional self-assessments by the pupils regarding their experiences and interests, the aim is, amongst other things, to determine whether the pupils can be categorised into different interest types and whether individual types also exhibit specific behaviours or characteristics of experience. The pupils’ interests, situational experiences and self-concept were assessed through questionnaires and statistically analysed. The video recordings of the affective and cognitive processes are analysed on a category-based basis, whilst the temporal structure of the processes is determined through a transcript-based analysis. The main focus is on questions such as how pupils’ self-assessments – for example, regarding subject-specific interest or self-concept – relate to their approach to tasks (time taken to complete tasks, pupils’ tendency to disengage) and whether the effects of dispositional self-assessments are also evident in the situational questionnaires. I am currently in the process of identifying types of interest and establishing initial links with the results of the experience surveys, the temporal shifts in engagement with and disengagement from the tasks, and 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.