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.).
Saved in:
| Online Access: |
Full Text (via EBSCO) |
|---|---|
| Main 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: |
Table of Contents:
- Machine generated contents note: A. Goals of Science Education Between the Ages of Three and Six and Their Assessment
- 1. Theoretical Assumptions
- 1.1. Concept of Competence
- 1.2. Assumptions About the Acquisition of Science Competencies in Early Childhood
- 1.3. Assumptions About the Professional Competencies of Early Childhood Professionals
- 2. Goals at the Level of the Children
- 2.1. Motivation, Interest, and Self-Efficacy in Engaging With Natural Phenomena
- 2.2. Scientific Thinking and Process When Engaging With Natural Phenomena
- 2.3. Knowledge of Science
- 2.4. Basic Competencies
- 3. Goals at the Level of Early Childhood Professionals
- 3.1. Motivation, Interest, and Self-Efficacy in Engaging With Natural Phenomena
- 3.2. Scientific Thinking and Process When Engaging With Natural Phenomena
- 3.3. Knowledge of Science and Pedagogical Content Knowledge
- 3.4. Aspects of the Professional Attitude
- 4. Conclusion and Recommendations
- 4.1. Prioritisation of the Goals at the Level of the Children and the Early Childhood Professionals
- 4.2. Recommendations for Accompanying Research
- B. Goals of Science Education at Primary School Age and Their Assessment
- 1. Theoretical Assumptions
- 1.1. Concept of Competence
- 1.2. Scientific Literacy
- 1.3. Teachers' Professional Competence
- 2. Goals at the Level of the Children
- 2.1. Motivation, Interest, and Self-Efficacy in Engaging With Natural Phenomena
- 2.2. Scientific Thinking and Understanding the Nature of Science
- 2.3. Knowledge of Science
- 2.4. Basic Competencies
- 3. Goals at the Level of the Pedagogical Staff
- 3.1. Motivation, Interest, and Self-Efficacy in Engaging With Natural Phenomena
- 3.2. Epistemological Attitudes and Beliefs
- 3.3. Science Content Knowledge, Knowledge About Science, and Pedagogical Content Knowledge
- 3.4. General Aspects of Professional Role Perception and Self-Concept
- 4. Conclusion and Recommendations
- 4.1. Prioritised Goals for Primary School Children
- 4.2. Prioritised Goals for Pedagogical Staff
- 4.3. Summary and Outlook
- C. Process-Related Quality Criteria for Science Teaching: Ten Criteria for Effective Didactic Action at Pre-Primary and Primary Level
- 1. Introduction
- 2. Goal of Science Teaching
- 3. Learning-Theory and Didactic Premises
- 3.1. Constructivist Concept of Learning
- 3.2. Suitable Teaching-Learning Arrangements
- 4. Scientific Reasoning at Primary School Age
- 5. Quality Criteria
- 6. Relevance and Hierarchy of the Individual Criteria
- 7. Outlook
- Conclusion and Outlook
- How the "Haus der kleinen Forscher" Foundation Uses These Findings
- 1. Recommendations from the Expert Reports as a Basis for the Foundation's Substantive Offerings
- 1.1. Inquisitiveness, Interest, and Enthusiasm for Collaborative Inquiry
- 1.2. Inquiry-Based and Questioning Approach, Problem-Solving Skills
- 1.3. Knowledge of Scientific, Technological, Computer Science, and Mathematical Relationships
- 1.4. Pedagogical Strategies for Action
- 1.5. Experience of Self-Efficacy and Self-Confidence as a Facilitator of Learning
- 1.6. Professional Role Perception and Self-Concept
- 2. Contribution of the Foundation to Professionalisation in Early Education in the Educational Domains of Science, Technology, Computer Science, and Mathematics
- 3. Further Development of Process Quality Through the Foundation's Certification Procedure
- 4. Outlook: Measurement of the Outcomes of Science Education.