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Early Science Education – Goals and Process-Related Quality Criteria for Science Teaching 1 (Weiter-)Entwicklung der Stiftungsangebote 1 Early Science Education – Goals and Process-Related Quality Criteria for Science Teaching The translation was made possible by a The open access version was made donation from the Siemens Stiftung. possible by the Federal Foreign Office. “Haus der kleinen Forscher” Foundation: PARTNERS Helmholtz-Gemeinschaft Siemens Stiftung Dietmar Hopp Stiftung Deutsche Telekom Stiftung 1 (Weiter-)Entwicklung der Stiftungsangebote 3 “Haus der kleinen Forscher” Foundation (Ed.) Early Science Education – Goals and Process-Related Quality Criteria for Science Teaching Yvonne Anders, Ilonca Hardy, Sabina Pauen, Jörg Ramseger, Beate Sodian, and Mirjam Steffensky With a foreword by Russell Tytler Barbara Budrich Publishers Opladen • Berlin • Toronto 2018 Edited by: “Haus der kleinen Forscher” Foundation Responsible editor: Dr Janna Pahnke Project lead: Dr Karen Bartling Conception and editing: Dr Claudia Peschke, Anna-Maria Tams Editorial assistance: Nina Henke Translation: Miriam Geoghegan; [email protected] Further Information can be found at: https://www.haus-der-kleinen-forscher.de/en/ Do you have any remarks or suggestions regarding this volume or the scientific monitoring of the Foundation’s work? Please contact: [email protected]. Further information and study findings can also be found at https://www.haus-der- kleinen-forscher.de/en/, under the heading “Research and Monitoring”. © 2018 This work is licensed under the Creative Commons Attribution-NonCommercial- NoDerivs 3.0 Unported License. To view a copy of this license, visit http://creativecommons. org/licenses/by-nc-nd/3.0/ or send a letter to Creative Commons, 444 Castro Street, Suite 900, Mountain View, California, 94041, USA. © 2018 Dieses Werk ist bei Verlag Barbara Budrich erschienen und steht unter folgender Creative Commons Lizenz: http://creativecommons.org/licenses/by-nc-nd/3.0/de/ Verbreitung, Speicherung und Vervielfältigung erlaubt, kommerzielle Nutzung und Veränderung nur mit Genehmigung des Verlags Barbara Budrich. This book is available as a free download from www.barbara-budrich.net (https://doi. org/10.3224/84740559). A paperback version is available at a charge. The page numbers of the open access edition correspond with the paperback edition. ISBN 978-3-8474-0559-7 (Paperback) eISBN 978-3-8474-1190-1 (PDF) DOI 10.3224/84740127 Barbara Budrich Publishers Stauffenbergstr. 7. D-51379 Leverkusen Opladen, Germany 86 Delma Drive. Toronto, ON M8W 4P6 Canada www.barbara-budrich.net A CIP catalogue record for this book is available from Die Deutsche Bibliothek (The German Library) (http://dnb.d-nb.de) Jacket illustration: Bettina Lehfeldt, Kleinmachnow, Germany Picture Credits: Christoph Wehrer/“Haus der kleinen Forscher” Foundation Typeset by Ulrike Weingärtner, Gründau Contents 5 Contents About the Authors ............................................. 8 Preface ...................................................... 10 Foreword ..................................................... 12 Russell Tytler Introduction .................................................. 16 Summary of Key Findings of the Expert Reports ..................... 26 A Goals of Science Education Between the Ages of Three and Six and Their Assessment ................................... 30 1. Theoretical Assumptions . 31 1.1 The Concept of Competence ................................. 32 1.2 Assumptions About the Acquisition of Science Competencies in Early Childhood ......................................... 33 1.3 Assumptions About the Professional Competencies of Early Childhood Professionals ................................ 35 2. Goals at the Level of the Children ............................. 41 2.1 Motivation, Interest, and Self-Efficacy in Engaging With Natural Phenomena .................................... 41 2.2 Scientific Thinking and Process When Engaging With Natural Phenomena . 43 2.3 Knowledge of Science ...................................... 59 2.4 Basic Competencies . 69 3. Goals at the Level of Early Childhood Professionals .............. 75 3.1 Motivation, Interest, and Self-Efficacy in Engaging With Natural Phenomena .................................... 75 3.2 Scientific Thinking and Process When Engaging With Natural Phenomena . 77 3.3 Knowledge of Science and Pedagogical Content Knowledge. 80 3.4 Aspects of the Professional Attitude . 87 4. Conclusion and Recommendations . 92 4.1 Prioritisation of the Goals at the Level of the Children and the Early Childhood Professionals ............................. 92 4.2 Recommendations for Accompanying Research .................. 98 6 Contents B Goals of Science Education at Primary School Age and Their Assessment . 100 1. Theoretical Assumptions .................................... 101 1.1 Concept of Competence ..................................... 103 1.2 Scientific Literacy .......................................... 103 1.3 Teachers’ Professional Competence ........................... 105 2. Goals at the Level of the Children ............................. 107 2.1 Motivation, Interest, and Self-Efficacy in Engaging With Natural Phenomena .................................... 107 2.2 Scientific Thinking and Understanding the Nature of Science . 109 2.3 Knowledge of Science ...................................... 124 2.4 Basic Competencies ........................................ 131 3. Goals at the Level of the Pedagogical Staff ..................... 137 3.1 Motivation, Interest, and Self-Efficacy in Engaging With Natural Phenomena .................................... 137 3.2 Epistemological Attitudes and Beliefs . 140 3.3 Science Content Knowledge, Knowledge About Science, and Pedagogical Content Knowledge .......................... 143 3.4 General Aspects of Professional Role Perception and Self-Concept .. 159 4. Conclusion and Recommendations . 163 4.1 Prioritised Goals for Primary School Children. 163 4.2 Prioritised Goals for Pedagogical Staff ......................... 166 4.3 Summary and Outlook ...................................... 170 C Process-Related Quality Criteria for Science Teaching: Ten Criteria for Effective Didactic Action at Pre-Primary and Primary Level . 172 1. Introduction .............................................. 173 2. The Goal of Science Teaching ................................ 175 3. Learning-Theory and Didactic Premises ........................ 180 3.1 Constructivist Concept of Learning ............................ 180 3.2 Suitable Teaching-Learning Arrangements ...................... 182 4. Scientific Reasoning at Primary School Age .................... 185 5. Quality Criteria ............................................ 189 6. Relevance and Hierarchy of the Individual Criteria ............... 200 7. Outlook .................................................. 201 Contents 7 Conclusion and Outlook – How the “Haus der kleinen Forscher” Foundation Uses These Findings ................................. 202 1. Recommendations from the Expert Reports as a Basis for the Foundation’s Substantive Offerings ..................... 203 1.1 Inquisitiveness, Interest, and Enthusiasm for Collaborative Inquiry ....................................... 205 1.2 Inquiry-Based and Questioning Approach, Problem-Solving Skills . 207 1.3 Knowledge of Scientific, Technological, Computer Science, and Mathematical Relationships ................................. 211 1.4 Pedagogical Strategies for Action ............................. 215 1.5 Experience of Self-Efficacy and Self-Confidence as a Facilitator of Learning ................................... 217 1.6 Professional Role Perception and Self-Concept .................. 218 2. Contribution of the Foundation to Professionalisation in Early Education in the Educational Domains of Science, Technology, Computer Science, and Mathematics ............... 221 3. Further Development of Process Quality Through the Foundation’s Certification Procedure .......................... 223 4. Outlook: Measurement of the Outcomes of Science Education ..... 226 References ................................................... 228 Appendix I ................................................... 264 Appendix II ................................................... 265 Illustration Credits ............................................. 266 “Haus der kleinen Forscher” Foundation ........................... 267 8 About the Authors About the Authors Anders, Yvonne, Prof. Dr. phil., Dipl. Psych. Freie Universität Berlin, Department of Education and Psychology, Department of Early Childhood Education Research interests: Longitudinal analyses of the effects of the quality of educa- tion received during early childhood and in school; professional competencies of (early childhood) education professionals; handling of diversity in preschool and daycare settings and in school; international comparative analyses; evaluation research; quantitative methods of empirical social research Contact: Habelschwerdter Allee 45, 14195 Berlin, Germany E-mail: [email protected] Hardy, Ilonca, Prof. Dr. phil. Goethe University Frankfurt, Institute for Pre-Primary and Primary School Peda- gogy, Chair of Primary School Pedagogy with a Focus on Empirical Educational Research Research interests: Cognitive structuring of learning processes; foreign language learning and bilingualism at preschool and school level; development and foster- ing of science competencies Contact: Senckenberganlage 15, 60054 Frankfurt, Germany E-mail: [email protected] Pauen, Sabina, Prof.,
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