Alltagssituationen und Experimente: Was sind geeignete naturwissenschaftliche Lerngelegenheiten für Kindergartenkinder?
Journal article › Research › Peer reviewed
Publication data
| By | M. Steffensky, Eva-Maria Lankes, Claus H. Carstensen, C. Nölke |
| Original language | German |
| Published in | Zeitschrift für Erziehungswissenschaft, 15(1) |
| Pages | 37-54 |
| Editor (Publisher) | Springer |
| ISSN | 1434-663X, 1862-5215 |
| DOI/Link | https://doi.org/10.1007/s11618-012-0262-3, http://link.springer.com/article/10.1007/s11618-012-0262-3 |
| Publication status | Published – 2012 |
Natural sciences are an educational topic in kindergartens. At the same time, little is known about how to promote and facilitate the learning of natural sciences for children in kindergarten. This contribution reports on a quasi-experimental study with 245 children, which compares the learning situations ‘experiments’ with ‘discussions on the relevance of the natural sciences in daily life’. Three experimental groups, in which the learning situations were varied, where compared with a control and a baseline group. Children in the last year of kindergarten took part in three 90-minute learning settings on the topics ‘melting and freezing water’, ‘evaporation and condensation of water’ and ‘solubility and insolubility in water’. Learning gains were measured using a pre-post-design with a Rasch-scaling. Cognitive performance and family background were controlled for. A significant benefit in comparison to the control and baseline groups could only be found for a combination of both learning situations. [Editor]
