Introductory Electricity Instruction on Conceptual Understanding and Interest

CODE MANUAL Origin Data were collected in Germany and Austria as part of the EPo-EKo project (Haagen-Schützenhöfer et al., 2019). The study was conducted in Grade 7 physics classes during regular instruction on basic electricity. Students’ conceptual understanding of electric circuits was assessed at three measurement points: before instruction (pre), immediately after instruction (post), and approximately ten weeks later (follow-up). Sample size: 1,949 students, 85 classes, 60 teachers. Region Coding: B = Bavaria, BW = Baden-Württemberg, H = Hesse, S = Styria, W = Vienna Gender The variable Gender was coded as follows: 1 indicates female students, and 2 indicates male students. Teacher The variable Teacher indicates the teacher who taught the respective class. Class Class denotes the specific school class in which the data were collected. Verbal Reasoning Ability • 10 multiple-choice Items (A1.1 – A1.10) • correct response options: 1, 4, 2, 1, 5, 2, 1, 5, 3, 4 • only pretest • source: Jäger (2006) Figural Reasoning Ability • 5 multiple-choice Items (A2.1 – A2.5) • correct response options: 4, 1, 1, 1, 2 • only pretest • source: Jäger (2006) Topic-related Interest • 10 Multiple choice Items (I1, I2, I5, I6, I8, I11, I13, I14, I15, I16) • 5-point Likert scale • Students rated their agreement on a 5-point Likert scale (1 = strongly disagree to 5 = strongly agree). • pre, post, and follow • source: Dopatka et al. (2020) Subject-related Interest • 8 Multiple choice Items (I3, I4, I7, I9, I10, I12, I17, I18) • 5-point Likert scale • Students rated their agreement on a 5-point Likert scale (1 = strongly disagree to 5 = strongly agree). • pre, post, and follow • source: Dopatka et al. (2020) CK (Content Knowledge) Assessed using the 2T-SEC Test (Ivanjek et al., 2021). The instrument comprises 24 two-tier multiple-choice items. Each item consists of two tiers: • In the first tier, students respond to a content question. • In the second tier, they select an appropriate justification. • Each item is scored 1 if answered correctly and 0 otherwise In the present dataset, items are labelled X1–X50. In the pre-test, only items X1–X22 were administered. For the postand follow-up tests, items X23–X50 were divided into two versions (two test booklets) to reduce test fatigue. Items X37 and X38 were later removed from the original test booklet. Within each two-tier item, oddnumbered variables (e.g., X1, X3, X5) correspond to the first tier (content question), and the subsequent evennumbered variables (X2, X4, X6) correspond to the second tier (justification). The items were assigned to conceptual domains as follows: • Open/closed circuits: X1, X2, X3, X4, X21, X22 • Current: X17, X18, X29, X30, X35, X36, X43, X44, X45, X46 • Resistance: X7, X8, X9, X10, X31, X32, X47, X48 • Series/parallel circuits: X11, X12, X19, X20, X25, X26, X39, X40 • Voltage: X5, X6, X13, X14, X15, X16, X23, X24, X27, X28, X33, X34, X41, X42, X49, X50 References Dopatka, L., Spatz, V., Burde, J.-P., Wilhelm, T., Ivanjek, L., Hopf, M., Schubatzky, T., & HaagenSchützenhöfer, C. (2020). Measuring students’ interest in physics. Physics Education Research Conference Proceedings 2020. https://www.per-central.org/items/perc/5316.pdf Haagen-Schützenhöfer, C., Burde, J.-P., Hopf, M., Spatz, V., & Wilhelm, T. (2019). Using the electron-gasmodel in lower secondary schools – a binational design-based research project. In E. McLoughlin & P. Kampen (Eds.), Concepts, strategies and models to enhance physics teaching and learning (pp. 3–12). Springer Nature Switzerland. Ivanjek, L., Morris, L., Schubatzky, T., Hopf, M., Burde, J.-P., Haagen-Schützenhöfer, C., Dopatka, L., Spatz, V., & Wilhelm, T. (2021). Development of a two-tier instrument on simple electric circuits. Physical Review Physics Education Research, 17(2), 020123. https://doi.org/10.1103/PhysRevPhysEducRes.17.020123 Jäger, A. O. (2006). Berliner Intelligenzstruktur-Test für Jugendliche Begabungs-und Hochbegabungsdiagnostik; BIS-HB. Hogrefe.