Cognitive Activation in Experimental Situations in Kindergarten and Primary School

Autor/inn/en	von Kotzebue, Lena; Müller, Laura; Haslbeck, Heidi; Neuhaus, Birgit J.; Lankes, Eva-Maria
Titel	Cognitive Activation in Experimental Situations in Kindergarten and Primary School
Quelle	In: International Journal of Research in Education and Science, 6 (2020) 2, S.284-298 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9955
Schlagwörter	Cognitive Processes; Elementary Schools; Kindergarten; Preschool Teachers; Elementary School Teachers; Foreign Countries; Science Instruction; Science Experiments; Teaching Methods; Questioning Techniques; Prior Learning; Error Patterns; Discussion (Teaching Technique); Germany + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Elementary school; Grundschule; Volksschule; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Befragungstechnik; Fragetechnik; Vorkenntnisse; Fehlertyp; Deutschland
Abstract	Cognitive activation is one of the central quality characteristics of teaching. Studies which analyzed cognitive activation in science instruction and its influence on the achievement and the interest of students, took most of the times place in higher grades. Since scientific thinking can be taught at a very early stage and, in particular, experimental situations should be designed cognitively activating so that they can be optimally used as learning opportunities. Therefore, this study examined cognitive activation in experimental situations. For this purpose, we video recorded five lessons in primary schools as well as five lessons in kindergartens in Germany. The results showed that in the investigated experimental situations, only a few cognitively activating measures were implemented by the kindergarten educators and the primary school teachers. It is noticeable that the category Challenging questions was used most frequently while the category Instructional dialogue was by far the rarest in the videos. (As Provided).
Anmerkungen	International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01