Early science education - goals and process-related quality criteria for science teaching.

Autor/inn/en	Anders, Yvonne; Hardy, Ilonca; Pauen, Sabina; Ramseger, Jörg; Sodian, Beate; Steffensky, Mirjam
Sonst. Personen	Tytler, Russell (Vorw.)
Institution	Stiftung Haus der Kleinen Forscher
Titel	Early science education - goals and process-related quality criteria for science teaching.
Quelle	Opladen; Berlin: Barbara Budrich Publishers (2018), 267 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Reihe	Wissenschaftliche Untersuchungen zur Arbeit der Stiftung "Haus der kleinen Forscher". 5
Beigaben	Illustrationen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-3-8474-0559-7; 978-3-8474-1190-1
DOI	10.3224/84740127
URN	urn:nbn:de:0111-pedocs-158389
Schlagwörter	Erziehungsziel; Selbstwirksamkeit; Berufliche Fortbildung; Deutschland; Stiftung; Erziehungsziel; Fachdidaktik; Elementarbereich; Empfehlung; Interesse; Naturwissenschaftliche Bildung; Selbstwirksamkeit; Elementarbereich; Primarbereich; Lehrerausbildung; Interesse; Außerunterrichtliche Betreuung; Fachdidaktik; Naturwissenschaftliche Bildung; Naturwissenschaftliche Kompetenz; Berufliche Fortbildung; Empfehlung; Qualitätsentwicklung; Stiftung; Deutschland
Abstract	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, the authors 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 [and formulate] 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. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2019/1