Naturwissenschaftliche Kompetenz in der Grundschule: Effekte von Familienmerkmalen und Klassenkomposition

Using data of 6,492 students from Starting Cohort 2 of the National Educational Panel Study (NEPS), this article examines the development of scientific literacy from Grade 1 to Grade 3. Furthermore, the effects of family characteristics and class composition on the change in scientific literacy are analysed. The analyses reveal an average increase in scientific literacy over two years with an effect size of d = 1.36. In multilevel analyses, the initial scientific literacy in Grade 1 (standardised regression weight >β = .53) is the best predictor of scientific literacy in Grade 3. Additionally, the number of books (>β = .05), the socioeconomic status (>β = .06), and the educational level of the parents (>β = .09) show significant effects on the development of scientific literacy. At class level, class-average scientific literacy in Grade 1 (>β = .46) proved to be by far the strongest predictor. Moreover, the social composition of the class (>β = –.17) has a significant effect on the change in scientific literacy: Students from classes with a higher number of children with low socioeconomic status show a smaller increase in scientific literacy than students from classes with a lower number of children with low socioeconomic status. The number of science lessons (>β = .11) also effects the scientific literacy. According to this, more science lessons contributed to higher growth in scientific literacy. Finally, a mediation analysis shows significant indirect effects on scientific literacy in Grade 3 through the scientific literacy in Grade 1. This means, disparities related to the social and migration background already existed in Grade 1 of primary school, and they are conveyed via the initial scientific literacy to scientific literacy in Grade 3.