This study examined the effects of teachers' biology-specific dimensions of professional knowledge--pedagogical content knowledge (PCK) and content knowledge (CK)--and cognitively activating biology instruction, as a feature of instructional quality, on students' learning. The sample comprised 39 German secondary school teachers whose lessons on…

Attempts to elucidate the relationship between physics achievement and psychological constructs. Concludes that cognitive factors and interest contribute relatively stable components in all the path analyses. Contains 27 references. (DDR)