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oapen-20.500.12657-474142021-03-25T02:15:27Z Early Science Education – Goals and Process-Related Quality Criteria for Science Teaching Anders, Yvonne Hardy, Ilonca Pauen, Sabina Ramseger, Jörg Sodian, Beate Steffensky, Mirjam early education;science education;science teaching bic Book Industry Communication::J Society & social sciences::JN Education::JNL Schools::JNLA Pre-school & kindergarten Scientific contributions authored by distinguished experts from the field of early education are published periodically within the framework of the series Scientific Studies on the Work of the “Haus der kleinen Forscher” Foundation. This publication series serves to foster informed dialogue between the Foundation, scientists, and practitioners with the aim of giving all early childhood education and care centres, after-school centres, and primary schools in Germany scientifically sound support in fulfilling their early education mandate. This fifth volume in the series focuses on goals of science education at the level of the children, the early childhood professionals, and the pedagogical staff at after-school centres and primary schools, and on process-related quality criteria for science teaching at pre-primary and primary level. In their expert reports, Yvonne Anders, Ilonca Hardy, Sabina Pauen, Beate Sodian, and Mirjam Steffensky specify pedagogical content dimensions of the goals of early science education at pre-primary and primary school age. In addition to theoretically underpinning these goals, the authors present instruments for their assessment. In his expert report, Jörg Ramseger formulates ten quality criteria for science teaching. Early childhood professionals and pedagogical staff at after-school centres and primary schools can draw on these process-related criteria when planning lessons and conducting self-evaluations of science learning opportunities at pre-primary and primary level. The concluding chapter of the volume describes the implementation of these expert recommendations in the substantive offerings of, and the accompanying research on, the “Haus der kleinen Forscher“ Foundation. 2021-03-19T12:53:27Z 2021-03-19T12:53:27Z 2018 book 9783847405597 https://library.oapen.org/handle/20.500.12657/47414 eng Wissenschaftliche Untersuchungen zur Arbeit der Stiftung „Haus der kleinen Forscher“ application/pdf Attribution-NonCommercial-NoDerivatives 4.0 International 9783847411901.pdf Verlag Barbara Budrich 10.3224/84740127 10.3224/84740127 c71f4dcb-6466-4fde-8a25-0516cdd477b8 5cb0e793-9d8a-4b83-9ee6-25b062467484 9783847405597 5 267 Bundesministerium für Bildung und Forschung Federal Ministry of Education and Research open access
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Scientific contributions authored by distinguished experts from the field of early education are published periodically within the framework of the series Scientific Studies on the Work of the “Haus der kleinen Forscher” Foundation. This publication series serves to foster informed dialogue between the Foundation, scientists, and practitioners with the aim of giving all early childhood education and care centres, after-school centres, and primary schools in Germany scientifically sound support in fulfilling their early education mandate. This fifth volume in the series focuses on goals of science education at the level of the children, the early childhood professionals, and the pedagogical staff at after-school centres and primary schools, and on process-related quality criteria for science teaching at pre-primary and primary level. In their expert reports, Yvonne Anders, Ilonca Hardy, Sabina Pauen, Beate Sodian, and Mirjam Steffensky specify pedagogical content dimensions of the goals of early science education at pre-primary and primary school age. In addition to theoretically underpinning these goals, the authors present instruments for their assessment. In his expert report, Jörg Ramseger formulates ten quality criteria for science teaching. Early childhood professionals and pedagogical staff at after-school centres and primary schools can draw on these process-related criteria when planning lessons and conducting self-evaluations of science learning opportunities at pre-primary and primary level. The concluding chapter of the volume describes the implementation of these expert recommendations in the substantive offerings of, and the accompanying research on, the “Haus der kleinen Forscher“ Foundation.
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