Die Veränderung der naturwissenschaftlichen Kompetenz von der 9. zur 10. Klasse bei PISA und den Bildungsstandards unter Berücksichtigung geschlechts- und schulartspezifischer Unterschiede sowie der Zusammensetzung der Schülerschaft

Thus far, only little evidence exists for the development of students’ science competencies in Germany. The present paper examines in the context of the PISA 2012/2013 longitudinal study, how science competencies develop from 9^th to 10^th grade and whether there are differences between students depending on the school track, gender, and class membership. Besides PISA science competencies, curricular oriented competencies in content knowledge and scientific inquiry for the subjects biology, physics, and chemistry were examined. Results showed for PISA on average no changes. For all subjects, content knowledge increased; scientific inquiry only increased in physics. Differences occured between the highest school track and other school tracks. Furthermore, girls developed more favorable in PISA and biology as compared to boys based on their initial background. Composition effects could only be found for the average achievement level of a class in PISA but nor for the curricular oriented science competencies. For the average composition of the social background, no effects were found.