The Role of Involvement and Emotional Well-Being for Preschool Children's Scientific Observation Competency in Biology

Autor/inn/en	Klemm, Janina; Neuhaus, Birgit J.
Titel	The Role of Involvement and Emotional Well-Being for Preschool Children's Scientific Observation Competency in Biology
Quelle	In: International Journal of Science Education, 39 (2017) 7, S.863-876 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1310408
Schlagwörter	Observation; Emotional Response; Well Being; Preschool Children; Competence; Biology; Coding; Predictor Variables; Cognitive Processes; Participation; Hypothesis Testing; Preschool Education; Statistical Analysis; Regression (Statistics) + Suchen Sie Ihr Suchwort? Beobachtung; Emotionales Verhalten; Well-being; Wellness; Wohlbefinden; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kompetenz; Biologie; Codierung; Programmierung; Prädiktor; Cognitive process; Kognitiver Prozess; Teilnahme; Hypothesenprüfung; Hypothesentest; Statistische Analyse; Regression; Regressionsanalyse
Abstract	Observation is one of the basic methods in science. It is not only an epistemological method itself, but also an important competence for other methods like experimenting or comparing. However, there is little knowledge about the relation with affective factors of this inquiry method. In our study, we would like to find out about the relations of emotional well-being and involvement with children's observation competency. Seventy preschool children participated in our test observing a living mouse, a snail and a fish. From their behaviour in the test situation, we coded their observation competency as well as their emotional well-being and involvement. The data show that both emotional well-being and involvement are significant predictors of children's observation competency. Further analyses confirm our hypothesis of a mediating role of involvement between well-being and the performance in the observation task. In conclusion, theoretical and practical implications of these results are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01