Research

Formative Assessment of inclusive natural science education in Kindergarten/Preschool

Duration 04/2019-03/2021

Funding: BMBF (Förderrichtlinie: „Professionalisierung von pädagogischen Fachkräften für die Inklusion“) (FKZ: 01NV1724C)

Teachers in kindergarten and preschool environments are facing an increasing heterogeneity of learners’ developmental stages. This calls for a continuous diagnosis of processes to build a bases for individually designed learning settings. FinK builds a framework to detect which impact different training programs have on professional competences of teachers, e.g. their diagnostic competences, on the interaction of teachers and children as well as on the development of 4-6 year olds.

Researchers:

Katharina Junge, Universität Hamburg

Prof. Dr. Mirjam Steffensky, Universität Hamburg

Prof. Dr. Ilonca Hardy, Goethe Universität Frankfurt

Prof. Dr. Henrik Saalbach, Dr. Anika Bürgermeister, Universität Leipzig

Prof. Dr. Miriam Leuchter, Dr. Laura Venitz, Universität Koblenz-Landau

Early mathematical and natural science education

Duration:  05/2020-04/2023

Funding: DFG (STE 1816/9-1)

Preschool teachers have the task of offering domain-specific learning opportunities for children. In contrast to the structured and prepared lessons at school, learning in German preschools is usually carried out in open situation-oriented settings. Thus, the competence of the preschool teachers to recognize and take up potential learning situations in everyday preschool life plays a special role in the promotion of children’s competences. The aim of the "FrühMaNawi" study is therefore to identify particularly effective learning opportunities for promoting this competence of preschool teachers. For this purpose, the "FrühMaNawi" study examines the effect of different learning opportunities in initial teacher education on the competence of prospective preschool teachers.

Researchers:

Prof. Dr. Simone Dunekacke, Freie Universität Berlin

Dr. Julia Barenthien & Prof. Dr. Mirjam Steffensky, Universität Hamburg

Prof. Dr. Aiso Heinze, IPN Kiel

Duration: 05/2019-04/2022

Funding: DFG (STE 1816/5-1)

Everyday situations or routines are starting points to stimulate or support educational processes in preschool. To promote children’s development, preschools teachers have to identify and take up these initial situations and support children’s learning in a cognitively stimulating way (process quality). Along with the children’s individual prerequisites, process quality is regarded as decisive for the competence development of children. The aim of the “NaQua” study is to investigate the relations between institutional characteristics, preschool teachers’ competences and the process quality provided in everyday preschool life. Therefore, cross-sectional data on the levels of the teachers, the institutions and processes are collected.

Researchers

Dr. Julia Barenthien, Universität Hamburg

Prof. Dr. Yvonne Anders, Dr. Elisa Oppermann, Dr. Lars Burghardt, Universität Bamberg

ViU:P (Videobasierte Unterrichtsanalyse – Fokus Performanz)

Duration: 03/2019-02/2022

Funding: DFG (STE 1816/4-1)

ViU:P focuses on the professional vision of teachers, thus the detection and interpretation of situations in class that are relevant to learning. ViU:P investigates how teachers' professional vision interplays with their professional competences on the one hand and their behavior in the classroom and students' development of competences (i.e. knowledge and interest) on the other hand. The study is framed within the subject of science education. The planned study encompasses 60 teachers and their classes in Thuringia, North Rhine-Westphalia and Schleswig-Holstein and will be conducted between autumn 2020 and summer 2021.

Researchers

Lena Steidtmann IPN/Universität Hamburg

Prof. Dr. Bernadette Gold, Madeleine Müller, Isabell Tucholka Universität Erfurt

Prof. Dr. Manfred Holodynski, Prof. Nicola Meschede, Prof. Dr. Kornelia Möller, Isabel Eßling, Universität Münster

Trends in International Mathematics and Science Study