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Synergy effects in learning? The influence of mathematics as a second subject on teacher students' physics content knowledge.

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Title: Synergy effects in learning? The influence of mathematics as a second subject on teacher students' physics content knowledge.
Authors: Neumann, Irene, Sorge, Stefan, Hoth, Jessica, Lindmeier, Anke, Neumann, Knut, Heinze, Aiso
Source: Studies in Higher Education. Oct2021, Vol. 46 Issue 10, p2035-2046. 12p. 4 Diagrams, 4 Charts, 2 Graphs, 1 Map.
Subjects: Mathematics education, Physics education, Teacher education, Cognitive ability
Geographic Terms: Germany
Abstract: This study explores benefits of studying two related subjects, mathematics and physics, in teacher education. German teacher students study two subjects as a major, which allows for investigating how the development of content knowledge in one subject, mathematics, benefits students' content knowledge in the other subject, physics. The sample included teacher students from 12 major teacher education universities in Germany. Each of the N = 104 physics teacher students, whose second subject was mathematics, answered two tests assessing their content knowledge in (1) mathematics and (2) physics. Our results reveal an influence of taking mathematics as a second subject on students' physics content knowledge. However, the effect size is only small. We found this influence increased over the course of study, indicating that the study of academic mathematics provided increasing opportunities to learn physics over the course of study. Even when controlling for general cognitive abilities, there remains substantial and significant effect of mathematics on physics content knowledge. Mathematical knowledge proves to be relevant in all physical subdomains except for optics and solid-state physics. Overall, the present study confirms benefits of studying physics when also studying mathematics, and thus a synergy effect in studying two subjects in scope of teacher education. [ABSTRACT FROM AUTHOR]
Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: <searchLink fieldCode="JN" term="%22Studies+in+Higher+Education%22">Studies in Higher Education</searchLink>. Oct2021, Vol. 46 Issue 10, p2035-2046. 12p. 4 Diagrams, 4 Charts, 2 Graphs, 1 Map.
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  Data: <searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br /><searchLink fieldCode="DE" term="%22Physics+education%22">Physics education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink>
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  Data: This study explores benefits of studying two related subjects, mathematics and physics, in teacher education. German teacher students study two subjects as a major, which allows for investigating how the development of content knowledge in one subject, mathematics, benefits students' content knowledge in the other subject, physics. The sample included teacher students from 12 major teacher education universities in Germany. Each of the N = 104 physics teacher students, whose second subject was mathematics, answered two tests assessing their content knowledge in (1) mathematics and (2) physics. Our results reveal an influence of taking mathematics as a second subject on students' physics content knowledge. However, the effect size is only small. We found this influence increased over the course of study, indicating that the study of academic mathematics provided increasing opportunities to learn physics over the course of study. Even when controlling for general cognitive abilities, there remains substantial and significant effect of mathematics on physics content knowledge. Mathematical knowledge proves to be relevant in all physical subdomains except for optics and solid-state physics. Overall, the present study confirms benefits of studying physics when also studying mathematics, and thus a synergy effect in studying two subjects in scope of teacher education. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Studies in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/03075079.2021.1953335
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        Text: English
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              Text: Oct2021
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