Abstracts - Earli

there are affective costs of positive biases: Students with positive self-efficacy biases rated theirsatisfaction with performance always higher than students with negative biases.Positive biases in self-evaluation, achievement goals, and performance among high-schoolstudentsCaroline Dupeyrat, Universite de Toulouse LeMirail, FranceChristian Escribe, Universite de Toulouse LeMirail, FranceIsabelle Regner, Universite Toulouse LeMirail, FranceThe study conducted on a sample of French high-school students examined how biases in selfevaluationsof math competence relate to achievement goals and performance. It was expected thata mastery goal oriented person should neither seek to protect or enhance her self-view but strivefor realistic self-evaluations. For performance goal oriented individuals, self-evaluations shouldprimarily serve an emotional or ego-defensive function and therefore be guided by selfenhancementand/or self-protection motives leading to biased positive self-evaluations. Resultstend to confirm these expectations and provide evidence for the positive consequences ofoptimistic self-evaluations on academic performance.C 1129 August 2007 08:30 - 10:30Room: -1.64SymposiumScience teaching in four countries – Findings from international videostudies beyond TIMSSChair: Tina Seidel, IPN - Leibniz-Institute for Science Education, GermanyOrganiser: Tina Seidel, IPN - Leibniz-Institute for Science Education, GermanyOrganiser: Mareike Kobarg, IPN - Leibniz-Institute for Science Education, GermanyDiscussant: David Clarke, University of Melbourne, AustraliaResults of international comparative studies such as PISA or TIMSS indicate serious deficits instudents’ scientific literacy worldwide. Especially tasks requiring scientific inquiry or the transferof knowledge cause problems for many students. These results have lead to an increased interest inthe design of science instruction in different countries. The recently published TIMSS 1999Science Video Study investigated science teaching in five countries. The goal of this study was tocompare countries with high achievement levels in TIMSS, to describe their science teachingpractices and to compare these approaches to U.S. science teaching. Within science teachingpractices science contents, teacher actions and student actions as cultural approaches enacted inscience lessons were focused. The findings of this comprehensive international video study gaveinsight in many facets of science teaching worldwide. Thus, they provide an important basis thatallows to integrate additional and extended studies on science teaching. The proposed symposiumbrings together four studies, that have been - in some way or the other - inspired by theinternational TIMSS video approach. At the same time these studies have chosen additionalresearch questions, research designs and methods in order to extent and broaden the knowledgeabout enacted international science teaching practices. The extensions refer to country specificdidactic approaches in science teaching, to in-depth analysis of teacher-student-interactions in– 146 –