Promoting Pre School Students' Learning of Natural Sciences Using Scaffolding Strategies - A Reanalysis of Video Data

利用脚手架策略促进学前学生自然科学的学习——视频数据的重新分析

• 批准号: 269043843
• 负责人: Professorin Dr. Anna Windt
• 金额: --
• 依托单位: Institut für Didaktik des Sachunterrichts
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2015
• 资助国家: 德国
• 起止时间: 2014-12-31 至 2016-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/269043843?language=en
• 关键词: Promoting; Pre; Students; Learning; Natural

Natural sciences have become more relevant in pre school education over the last years. There is empirically sound data demonstrating that pre school students have the cognitive requirements to understand scientific phenomena. The goal of science education at pre school level is to develop intermediate concepts which are compatible with the teaching at primary school level. For this development of concepts nursery school teachers are important, but until now there is a lack of information about how nursery school teachers should promote their students' development of concepts in detail. The two concepts sustained shared thinking and scaffolding show a lot of possible ways how nursery school teachers can promote their students' learning at pre school level in general. Therefore a transfer to learning sciences appears to be fruitful. This project intends to identify different scaffolding strategies used by nursery school teachers to promote scientific learning at pre school level. Furthermore the relation between the use of scaffolding strategies and the increase of knowledge of pre school students is investigated, also for students with advantageous and disadvantageous prerequisites for learning. For this reason video and knowledge test data of 26 pre school students is reanalysed. The videos show groups of four to seven pre school students and a nursery school teacher conducting scientific experiments on chemical and physical phenomena. The students' knowledge has been measured before and after the intervention of ten days via a test. The videos are reanalysed using a manual which is developed in the project. It is coded which scaffolding strategies the nursery school teachers use to promote students' learning during the experiments. The relation between the use of scaffolding strategies and the knowledge increase of the students is computed via regression analyses. To determine the students' learning prerequisites the nursery school teachers rated them regarding their cognitive abilities.

在过去几年里，自然科学在学前教育中变得更加重要。有经验可靠的数据表明，学前儿童有认知要求，以理解科学现象。学前科学教育的目标是发展与小学教学相适应的中间概念。对于这种概念的发展，幼儿园教师是重要的，但到目前为止，还缺乏有关幼儿园教师应该如何促进学生概念发展的详细信息。这两个概念支持共享思维和脚手架显示了很多可能的方式，幼儿园教师如何促进他们的学生在学前水平的学习。因此，转向学习科学似乎是富有成效的。本研究旨在探讨幼儿园教师在促进幼儿科学学习时所使用的不同支架策略。此外，支架策略的使用和学前学生的知识增长之间的关系进行了调查，也为学生的学习有利和不利的先决条件。为此，重新分析了26名学前儿童的视频和知识测试数据。这些视频显示了四到七名学龄前学生和一名幼儿园教师组成的小组进行化学和物理现象的科学实验。在干预前和干预后10天，通过测试测量学生的知识。使用该项目中开发的手册对视频进行重新分析。在实验过程中，对幼儿园教师在促进学生学习中使用的支架策略进行了编码。通过回归分析计算了支架策略的使用与学生知识增长之间的关系。为了确定学生的学习先决条件，幼儿园教师对他们的认知能力进行了评估。