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

在过去的几年里，自然科学在学前教育中变得更加重要。有可靠的经验数据表明，学龄前儿童具有理解科学现象的认知要求。学龄前科学教育的目标是发展与小学教学相适应的中间概念。对于这一概念的发展，幼儿园教师是重要的，但到目前为止，关于幼儿园教师应该如何促进学生概念发展的详细信息还很缺乏。这两个概念支撑着共同的思维和脚手架，总体上展示了幼儿园教师如何促进学生在学前水平学习的许多可能的方法。因此，向学习科学的转移似乎是卓有成效的。该项目旨在确定幼儿园教师为促进学龄前科学学习而采用的不同支架式策略。此外，本研究还探讨了支架式策略的使用与学龄前儿童知识增长的关系，以及对学习有利和不利的学生。为此，对26名学龄前儿童的视频和知识测试数据进行了重新分析。视频显示，四到七名学龄前学生和一名幼儿园教师组成的小组对化学和物理现象进行科学实验。通过测试，在干预前后对学生的知识进行了测量。使用该项目开发的手册对视频进行了重新分析。它是幼儿园教师在实验过程中用来促进学生学习的支架策略的编码。通过回归分析计算出支架式教学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分。

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.