Scholarlink

<p>Situational interest in the sense of a&#xa0;general willingness to learn is a&#xa0;central goal of early education in childcare facilities. Preschool teachers are required to recognize, maintain and strengthen situational interest as a&#xa0;positive learning disposition in various domains. One didactic principle that appears to have a&#xa0;positive influence on this is <i>sustained shared thinking</i>. In the context of science education processes, interaction processes in the sense of <i>sustained shared thinking</i> are seen as suitable for supporting the further development of concepts relating to animate and inanimate phenomena. Empirically, this has so far mainly been investigated in a&#xa0;qualitative-reconstructive manner for the domain of early science education. Quantitative approaches that take a&#xa0;micro-analytical look at the interaction process have yet to be developed. This explorative video study makes a&#xa0;first contribution to this with the realization of a&#xa0;mixed-method design. By means of low-inference assessments of (non-)verbal child and preschool teacher behavior in early science learning situations, intersubjectively comprehensible observation data could be generated, which were tested for their reciprocal influences in linear regression and time series analyses. The findings give grounds for optimism that the observation instrument can be used in future studies to obtain generalizable statements on the development and maintenance of situational scientific interest.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Fachkraft-Kind-Interaktionen in Lernsituationen der frühen naturwissenschaftlichen Bildung

  • 期刊论文

  • 发表日期：

    2025年5月26日

查看全文
  • Miriam Brandtner,
  • Kim Erdmann,
  • Anna Hartenstein,
  • Silke Hertel,
  • Hendrik Lohse-Bossenz,
  • Markus Rehm

摘要

Situational interest in the sense of a general willingness to learn is a central goal of early education in childcare facilities. Preschool teachers are required to recognize, maintain and strengthen situational interest as a positive learning disposition in various domains. One didactic principle that appears to have a positive influence on this is sustained shared thinking. In the context of science education processes, interaction processes in the sense of sustained shared thinking are seen as suitable for supporting the further development of concepts relating to animate and inanimate phenomena. Empirically, this has so far mainly been investigated in a qualitative-reconstructive manner for the domain of early science education. Quantitative approaches that take a micro-analytical look at the interaction process have yet to be developed. This explorative video study makes a first contribution to this with the realization of a mixed-method design. By means of low-inference assessments of (non-)verbal child and preschool teacher behavior in early science learning situations, intersubjectively comprehensible observation data could be generated, which were tested for their reciprocal influences in linear regression and time series analyses. The findings give grounds for optimism that the observation instrument can be used in future studies to obtain generalizable statements on the development and maintenance of situational scientific interest.