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Early science education : goals and process-related quality criteria for science teaching / Yvonne Anders [and 5 others] ; with a foreword by Russell Tytler ; "Haus der kleinen Forscher" Foundation (ed.).

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Bibliographic Details
Online Access: Full Text (via EBSCO)
Main Author: Anders, Yvonne (Author)
Format: Electronic eBook
Language:English
Published: Leverkusen Opladen, Germany : Barbara Budrich Publishers, 2018.
Series:Scientific studies on the work of the "Haus der kleinen Forscher" Foundation ; volume 5
Subjects:
Science > Study and teaching (Early childhood)

MARC

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100 1 |a Anders, Yvonne,  |e author. 
245 1 0 |a Early science education :  |b goals and process-related quality criteria for science teaching /  |c Yvonne Anders [and 5 others] ; with a foreword by Russell Tytler ; "Haus der kleinen Forscher" Foundation (ed.). 
264 1 |a Leverkusen Opladen, Germany :  |b Barbara Budrich Publishers,  |c 2018. 
300 |a 1 online resource. 
336 |a text  |b txt  |2 rdacontent 
337 |a computer  |b c  |2 rdamedia 
338 |a online resource  |b cr  |2 rdacarrier 
490 0 |a Scientific studies on the work of the "Haus der kleinen Forscher" Foundation ;  |v volume 5 
504 |a Includes bibliographical references. 
505 0 0 |a Machine generated contents note:  |g A.  |t Goals of Science Education Between the Ages of Three and Six and Their Assessment --  |g 1.  |t Theoretical Assumptions --  |g 1.1.  |t Concept of Competence --  |g 1.2.  |t Assumptions About the Acquisition of Science Competencies in Early Childhood --  |g 1.3.  |t Assumptions About the Professional Competencies of Early Childhood Professionals --  |g 2.  |t Goals at the Level of the Children --  |g 2.1.  |t Motivation, Interest, and Self-Efficacy in Engaging With Natural Phenomena --  |g 2.2.  |t Scientific Thinking and Process When Engaging With Natural Phenomena --  |g 2.3.  |t Knowledge of Science --  |g 2.4.  |t Basic Competencies --  |g 3.  |t Goals at the Level of Early Childhood Professionals --  |g 3.1.  |t Motivation, Interest, and Self-Efficacy in Engaging With Natural Phenomena --  |g 3.2.  |t Scientific Thinking and Process When Engaging With Natural Phenomena --  |g 3.3.  |t Knowledge of Science and Pedagogical Content Knowledge --  |g 3.4.  |t Aspects of the Professional Attitude --  |g 4.  |t Conclusion and Recommendations --  |g 4.1.  |t Prioritisation of the Goals at the Level of the Children and the Early Childhood Professionals --  |g 4.2.  |t Recommendations for Accompanying Research --  |g B.  |t Goals of Science Education at Primary School Age and Their Assessment --  |g 1.  |t Theoretical Assumptions --  |g 1.1.  |t Concept of Competence --  |g 1.2.  |t Scientific Literacy --  |g 1.3.  |t Teachers' Professional Competence --  |g 2.  |t Goals at the Level of the Children --  |g 2.1.  |t Motivation, Interest, and Self-Efficacy in Engaging With Natural Phenomena --  |g 2.2.  |t Scientific Thinking and Understanding the Nature of Science --  |g 2.3.  |t Knowledge of Science --  |g 2.4.  |t Basic Competencies --  |g 3.  |t Goals at the Level of the Pedagogical Staff --  |g 3.1.  |t Motivation, Interest, and Self-Efficacy in Engaging With Natural Phenomena --  |g 3.2.  |t Epistemological Attitudes and Beliefs --  |g 3.3.  |t Science Content Knowledge, Knowledge About Science, and Pedagogical Content Knowledge --  |g 3.4.  |t General Aspects of Professional Role Perception and Self-Concept --  |g 4.  |t Conclusion and Recommendations --  |g 4.1.  |t Prioritised Goals for Primary School Children --  |g 4.2.  |t Prioritised Goals for Pedagogical Staff --  |g 4.3.  |t Summary and Outlook --  |g C.  |t Process-Related Quality Criteria for Science Teaching: Ten Criteria for Effective Didactic Action at Pre-Primary and Primary Level --  |g 1.  |t Introduction --  |g 2.  |t Goal of Science Teaching --  |g 3.  |t Learning-Theory and Didactic Premises --  |g 3.1.  |t Constructivist Concept of Learning --  |g 3.2.  |t Suitable Teaching-Learning Arrangements --  |g 4.  |t Scientific Reasoning at Primary School Age --  |g 5.  |t Quality Criteria --  |g 6.  |t Relevance and Hierarchy of the Individual Criteria --  |g 7.  |t Outlook --  |t Conclusion and Outlook -- How the "Haus der kleinen Forscher" Foundation Uses These Findings --  |g 1.  |t Recommendations from the Expert Reports as a Basis for the Foundation's Substantive Offerings --  |g 1.1.  |t Inquisitiveness, Interest, and Enthusiasm for Collaborative Inquiry --  |g 1.2.  |t Inquiry-Based and Questioning Approach, Problem-Solving Skills --  |g 1.3.  |t Knowledge of Scientific, Technological, Computer Science, and Mathematical Relationships --  |g 1.4.  |t Pedagogical Strategies for Action --  |g 1.5.  |t Experience of Self-Efficacy and Self-Confidence as a Facilitator of Learning --  |g 1.6.  |t Professional Role Perception and Self-Concept --  |g 2.  |t Contribution of the Foundation to Professionalisation in Early Education in the Educational Domains of Science, Technology, Computer Science, and Mathematics --  |g 3.  |t Further Development of Process Quality Through the Foundation's Certification Procedure --  |g 4.  |t Outlook: Measurement of the Outcomes of Science Education. 
588 |a Description based on print version record. 
650 0 |a Science  |x Study and teaching (Early childhood) 
650 7 |a Science  |x Study and teaching (Early childhood)  |2 fast 
776 0 |z 9783847411901 
776 0 |w (GyWOH)har170561085 
776 0 8 |c Original  |z 9783847405597  |z 3847405594 
856 4 0 |u https://colorado.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1630755  |z Full Text (via EBSCO) 
915 |a M 
956 |a EBSCO Open Access 
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952 f f |p Can circulate  |a University of Colorado Boulder  |b Online  |c Online  |d Online  |e LB1139.5.S35 A53 2018eb  |h Library of Congress classification  |i web 

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