Conference:
ECER 2008
Format:
Paper
Session Information
PRE_B2, Preconference; Paper Session B2
Paper Session
Time:
2008-09-08
11:00-12:30
Room:
C E33
Chair:
Paul Standish
Contribution
Description: The severe results in international studies like TIMSS, PISA and IGLU-E, especially in the science category, lead to substantial efforts in Germany in improving the scientific education. For this reason, science is a part in the curriculum even in primary school for some years.
Research (Möller 2004, Bröll et al. 2007) has identified that there is a huge gap of what teachers in primary schools have studied and must teach. The topics written in the curriculum are not implemented in class or only insufficiently. In other words science education in accordance with the requirements of the children takes place very rarely.
Because of this we at the University of Education Freiburg, Germany came up with a concept for advanced studies for teachers, who are not trained scientists, but must teach them. While participating this training, teachers can do experiments theirselfes and can learn a lot of experiments for primary school. Moreover teachers can learn theoretical basics which they have to know to teach science in a profound way.
Research (Bröll et al. 2007) has also identified, that there is a second problem: The absence of material which is needed to implement motivating and fascinating experiments in primary school. Therefore, we developed a box for experiments called NAWIlino-Box [NAWI=Naturwissenschaften, science, lino=for the little]. In this box, there is material for about 100 experiments; experiments covering the classic topics like fire, water and air, but also subject areas like eye and light, ear and sound, separation methods or different forces like magnetism. After haven taken part successfully, teachers get the box to experiment with at their primary schools.
Method
Methodology: Questionnaires for the teachers who took part in the further training will provide the data. We conduct an experimental study (pre-post) with additional points of measure.
Expected Outcomes
Our actual research work follows the question, if further training enhances the self-reporting according to subject-specific and experimental competence from teachers and whether there is an effect on the school lessons that means whether scientific education takes place in class in the way that primary school children are taught in accordance with their requirements.
References
Literature: Möller, K. (2004): Naturwissenschaftliches Lernen in der Grundschule – Welche Kompetenzen brauchen Grundschullehrkräfte?. In: Merkens, H.: Lehrerbildung: IGLU und die Folgen. Opladen: Leske + Budrich. Bröll, Friedrich, Oetken (2007): Naturwissenschaftliche Bildung im Primarbereich?! Eine Untersuchung zur Bedeutung und Realisierung naturwissenschaftlicher Inhalte in der Grundschule, PdN-ChiS 6, S. 36-41.
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