@article{BuschhueterSpodenBorowski2017,
  author    = {Buschh{\"u}ter, David and Spoden, Christian and Borowski, Andreas},
  title     = {Physics knowledge of first semester physics students in Germany},
  series = {International journal of science education},
  volume    = {39},
  journal   = {International journal of science education},
  number    = {9},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {0950-0693},
  doi       = {10.1080/09500693.2017.1318457},
  pages     = {1109 -- 1132},
  year      = {2017},
  abstract  = {Over the last decades, the percentage of the age group choosing to pursue university studies has increased significantly across the world. At the same time, there are university teachers who believe that the standards have fallen. There is little research on whether students nowadays demonstrate knowledge or abilities similar to that of the preceding cohorts. However, in times of educational expansion, empirical evidence on student test performance is extremely helpful in evaluating how well educational systems cope with the increasing numbers of students. In this study, we compared a sample of 2322 physics freshmen from 2013 with another sample of 2718 physics freshmen from 1978 at universities in Germany with regard to their physics knowledge based on their results in the same entrance test. Previous results on mathematics knowledge and abilities in the same sample of students indicated that there was no severe decline in their average achievement. This paper compares the physics knowledge of the same two samples of students. Contrary to their mathematics results, their physics results showed a substantial decrease in physics knowledge as measured by the test.},
  language  = {en}
}