Preschool Teachers’ Support in Science and Engineering Education in the context of building blocks (PFKiNaT)

学前教师在积木背景下对科学和工程教育的支持 (PFKiNaT)

• 批准号: 446745359
• 负责人: Professorin Dr. Miriam Leuchter
• 金额: --
• 依托单位: Arbeitsbereich: Grundschulpädagogik
• 依托单位国家: 德国
• 项目类别: Research Grants
• 资助国家: 德国
• 项目状态: 未结题
• 来源: https://gepris.dfg.de/gepris/projekt/446745359?language=en
• 关键词: Preschool; Teachers; Support; Science; Engineering

We aim at including studying early childhood teachers’ professional competencies in early science and engineering education in the context of building blocks. We could show in the BauSpiel project that even a simple curriculum material with simple verbal and material support used by experimenters encourages pre-school children to learn about statics. In international research, playing with building blocks is increasingly seen as an excellent pre-school learning opportunity that allows for children to build up skills in the natural sciences and engineering in terms of both content and processes knowledge (Akman & Güçhan Özgül, 2015; Bonawitz et al., 2011; George, Göksun, Hirsh-Pasek, & Golinkoff, 2019; Verdine, Golinkoff, Hirsh-Pasek, & Newcombe, 2014). However, early childhood teachers hardly show sufficient professional competencies to introduce children to scientific content and process knowledge in an age-appropriate way (Piasta, Pelatti, & Miller, 2014; Roth, 2014; van Aalderen-Smeets & Walma van der Molen, 2015). Furthermore, the use of scaffolds - the cognitive component of process quality - differs greatly between early childhood teachers (Pianta, Mashburn, Downer, Hamre, & Justice, 2008). This could be related to variations in pedagogical content knowledge (PCK) and subject-specific content knowledge (CK). However, early childhood teachers need PCK and CK in order to successfully use a curriculum material and make it fruitful for student learning (Granger, Bevis, Southerland, Saka, & Ke, 2018).Therefore, this study will examine whether and to what extent early childhood teachers’ professional competencies (beliefs, PCK, CK, performance) can be detected in the context of building blocks. Building blocks can be understood as a learning opportunity in science and engineering per se not very complex, which, however, offers highly complex potential in terms of learning and teaching. In the envisaged project, three questions are to be examined. A) What professional competencies do early childhood teachers have in the context of building blocks? B) Can the development of early childhood teachers’ professional competencies (beliefs, PCK, CK, performance) be stimulated through the implementation of the low-threshold learning-teaching opportunity from the BauSpiel project? C) Do early childhood teachers’ professional competencies lead to an increase in learning for the children in terms of content and process knowledge?

我们的目标是包括研究幼儿教师的专业能力，在早期科学和工程教育的背景下，积木。我们可以在BauSpiel项目中表明，即使是一个简单的课程材料，加上实验者使用的简单的口头和物质支持，也会鼓励学龄前儿童学习静力学。在国际研究中，玩积木越来越被视为一个极好的学前学习机会，可以让孩子们在内容和过程知识方面建立自然科学和工程方面的技能（Akman & Güçhan Özgül，2015; Bonawitz等人，2011;乔治，Göksun，Hirsh-Pasek，& Golinkoff，2019; Verdine，Golinkoff，Hirsh-Pasek，& Newcombe，2014）.然而，幼儿教师几乎没有表现出足够的专业能力，以适合年龄的方式向儿童介绍科学内容和过程知识（Piasta，Pelatti，&米勒，2014; Roth，2014;货车Aalderen-Smeets & Walma货车der Molen，2015）。此外，脚手架的使用-过程质量的认知组成部分-幼儿教师之间存在很大差异（Pianta，Mashburn，Downer，Hamre和Justice，2008）。这可能与教学内容知识（PCK）和特定学科知识（CK）的变化有关。然而，幼儿教师需要PCK和CK，以成功地使用课程材料，并使其对学生的学习富有成效（格兰杰，Bevis，Southerland，Saka，& Ke，2018）。因此，本研究将探讨幼儿教师的专业能力（信念，PCK，CK，表现）是否以及在多大程度上可以在积木的背景下检测。积木可以被理解为一个学习机会，在科学和工程本身不是很复杂，但它提供了高度复杂的潜力，在学习和教学方面。在设想的项目中，将审查三个问题。A）在积木的背景下，幼儿教师有什么专业能力？B）通过实施BauSpiel项目提供的低门槛学-教机会，能否促进幼儿教师专业能力（信念、PCK、CK、绩效）的发展？C）幼儿教师的专业能力是否导致儿童在内容和过程知识方面的学习增加？