Assessing and promoting physics knowledge through play in preschool age in the domain of statics

学龄前儿童的科学学习被认为是重要的，并通过一些倡议加以促进。然而，缺乏特别是关于幼儿科学知识和学习的研究。研究表明，游戏是幼儿最欣赏的学习方式。根据最近的研究结果，在以游戏为基础的课程中组织学习过程可以提高儿童的学习收益，本研究项目调查了材料和/或语言结构在静力学领域的影响。静力学领域特别合适，因为它可能会在积木游戏中找到，是科学学习的一个例子。因此，对学龄前儿童进行事前、事后随访设计，包括实验组和控制组。孩子们使用专门准备的积木进行操作。材料和言语结构的效果是通过控制两者的使用来分析的。以前的知识和学习进度通过设计的测试(事前、事后跟踪测试、迁移测试)来获取。面谈可以让我们深入了解静力学领域的知识。

Science learning in preschool is considered to be important and is promoted by a number of initiatives. However, there is a lack of research particularly concerning young children's science knowledge and learning. Research has shown that play is the most appreciated mode of learning by young children. Based on recent findings that structuring the learning process in play based curricula increases learning gains of children, this research project investigates the impact of material and/or verbal structuring in the domain of statics. The domain of statics is particularly appropriate, because it may be found potentially in block play and is an example for science learning. Hence, a pre-post-follow up design including experimental and control groups of preschool children will be applied. The children operate with specially prepared building blocks. The effect of material and verbal structuring is analyzed by a controlled use of both. Previous knowledge and learning progress are captured by designed tests (pre-post-follow-up tests, transfer-tests). An interview allows the in-depth detection of knowledge in the domain of statics.