Der Einfluss der Unterrichtstaktung auf die Strukturiertheit und Abgeschlossenheit von Lernprozessen

The segmentation of instructional time in lessons of different lengths has recently become a topic of intense discussion in the context of the German school system. The study presented in this manuscript examines to which extent a segmentation of instructional time in lessons of 90 minutes length compared to lessons of 45 minutes length has a positive effect on structuredness and completeness of learning processes in physics instruction. For this purpose, physics lessons in N = 18 German schools were analyzed using a category system based on the theory of basis models developed by Fritz Oser. The comparison of a segmentation of instructional time in lessons of 90 minute length and lessons of 45 lengths shows that generalizing or reflecting phases of the learning process occur more often in lessons of two times 45 minutes than in 90 minutes lessons. The structuredness of learning process was not found to differ significantly between the two ways of segmentation of instructional time. An additional qualitative analysis suggests that this result may be explained by the content structure of the lessons.