New Perspectives in Science Education

Learning is influenced by existing ideas and knowledge. Contents are therefore only included if they correspond to previous ideas [1]. This means that ideas cannot be replaced, but merely expanded or changed [2]. Children stick to their existing ideas in order to explain phenomena in their environment that are unknown to them [3]. These early experiences, albeit limited at the beginning, form the basis for children's later learning. In this early formation of experience, however, there is also the risk that alternative ideas, which are, for example, in the minds of teachers, are passed on to the children [4; 5]. The aim of this project is to bring three research-based children's books to the publishing stage, which offer scientific and medical expertise suitable for children. Another goal is to use these books to counteract these alternative ideas as early as possible and to promote interest in STEM subjects (science, technology, engineering, mathematics). In addition, the project aims to support kindergarten teachers in providing answers to children's questions, which they may avoid due to individually perceived uncertainties in the context of scientific and medical topics. The latter should be done by means of an accompanying booklet, which provides teachers with guidelines on how to handle scientific children's books. The methodology of the project is based on several guided interviews, which are conducted with pupils of the Federal Institute for Elementary Education as well as with kindergarten teachers who are already working. The children's books will be produced with the help of professional copywriters and graphic designers on the basis of the ideas and explanatory material collected.

Keywords: children’s ideas, kindergarten, emergent science, STEM education.

References:
[1] Reinfried, Sibylle (2006): Alltagsvorstellungen - und wie man sie verändern kann. Das Beispiel Grundwasser. In: geographie heute (243), S. 38–43.
[2] Rutke, Ulrike (2006): Schülervorstellungen und wissenschaftliche Vorstellungen zur Entstehung und Entwicklung des menschlicchen Lebens. ein Beitrag zur Didaktischen Rekonstruktion. Dissertation. Ludwig-Maximilian Universität, München.
[3] Harlen, Wynne; Qualter, Anne (2018): The teaching of science in primary schools. Seventh edition (A David Fulton book).
[4] Gropengießer, Harald; Marohn, Annette (2018): Schülervorstellungen und Conceptual Change. In: Dirk Krüger, Ilka Parchmann und Horst Schecker (Hg.): Theorien in der naturwissenschaftsdidaktischen Forschung, Bd. 25. Berlin, Heidelberg: Springer Berlin Heidelberg, S. 49–67.
[5] Wandersee, J. H. (1994): Reserach on alternative conceptions. In: Handbook of research on science teaching and learning, S. 177–210.​