Entwicklung und Evaluation praxisbezogener Kompetenzförderungsmodelle im Rahmen des NAWIlino-Projekts am Beispiel von Lehrerfortbildungsangeboten und eines Experimentierkoffersets für naturwissenschaftliches Lehren und Lernen im Grundschulbereich (English shop)

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The current situation in primary school science teaching reveals two main deficits: numerous studies show that many primary school teachers have not engaged, or have engaged only insufficiently, with scientific questions during their training, and that for this reason scientific topics are often omitted from lessons. A further shortcoming lies in the fact that the equipment available at primary schools is frequently inadequate: suitable apparatus or teaching materials for conducting appropriate primary school science lessons are often lacking, for example.

These deficits are quantified in an empirical study within this work. Supported by findings from psychology, the NAWIlino-Box, an experiment kit system for science teaching in primary school, is developed as one consequence. It contains materials as well as worksheets with which all science education content of primary school can be worked through experimentally. The design follows an approach based on Participatory Action Research in subject didactics, so that teachers from practice are involved in the development process from the outset.

In order to improve the subject-specific as well as the subject-didactic and experimental competencies of primary school teachers, a professional development concept is developed. In training courses extending over a longer period of time, teachers teaching outside their subject specialisation are given the opportunity to engage intensively with curriculum-relevant content at both a theoretical and a practical level.

In order to demonstrate the value and sustainability of the concept, it is evaluated within the framework of a broadly based empirical study. It is investigated to what extent the professional development concept leads to a change in teachers’ self-concept and to what extent this leads to an increased treatment of scientific content in lessons. This is done within the framework of an experimental long-term study with an experimental and a control group. The study belongs to empirical research on schools and teaching, and the findings contain indications for the further development of teaching-related concepts.