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Dr laura fink9/3/2023 Which learning processes regarding science do children with different requirements show?īesides the theoretical gain, the study has practical relevance for the development of preschool teachers’ professional competencies and thus, for the development of science competencies of children with different learning requirements.To what extent can differences, regarding the development of competencies of children with different requirements, be explained by differences in the implementation of the science learning opportunity.What are the effects of professional development workshops, including process diagnostics and adaptive instruction, on the development of preschool teachers’ professional competencies, the quality of the implementation of science learning educational offers and on the development of competencies of children with different requirements?.Which professional competencies regarding process diagnostics and adaptive instruction do preschool teachers have and how are these competencies associated with the preschools structural characteristics?. The project addresses the following research questions: Group 1 additionally participates in a workshop on formative assessment and adaptive instruction, whereas group 2 only receives educational materials on this topic. Participating preschool teachers are divided into two groups. The intervention includes professional development trainings focusing on early science education in inclusive learning environments. The main focus of the professional development is a formative assessment and adaptive instruction.įinK is an intervention study with a pre-post design. FinK investigates the effects of different professional development trainings on the quality of inclusive science learning environments in kindergarten and the development of science competencies of 4–6 year old children. However, there is a substantial lack of knowledge in the field on science-specific inclusive learning settings. Inclusion is one the challenging tasks of our education system. Ilonca Hardy, Goethe Universität Frankfurt am MainįinK focuses on pedagogical interactions of ECEC teachers in inclusive science learning environments. Mirjam Steffensky & Katharina Junge, Universität Hamburg (Formatives Assesment in der inklusiven naturwissenschaftlichen Bildung in der Kita)įunding: Federal Ministry of Education and Research (Funding guideline: „professionalization of preschool teachers for inclusion“) (funding code: 01NV1724C) Prospective continuing education studentsįormative Assessment of inclusive natural science education in Kindergarten/Preschool.Hamburg Center for University Teaching and Learning (HUL).Center for Interdisciplinary Studies and Academic Skills.Center for Earth System Research and Sustainability.The Cluster of Excellence Understanding Written Artefacts.The Cluster of Excellence Quantum Universe.Office of Affairs for Students with Disabilities or Chronic Diseases.Katalogplus – Catalogue of Hamburg Libraries.Faculty of Psychology and Human Movement Science.Faculty of Mathematics, Informatics and Natural Sciences.Faculty of Business, Economics and Social Sciences.
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