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Article (from a serial) accessible via
URN: urn:nbn:de:0111-pedocs-290007
DOI: 10.25656/01:29000; 10.35468/6077-11
URN: urn:nbn:de:0111-pedocs-290007
DOI: 10.25656/01:29000; 10.35468/6077-11
| Title |
Wissenschaftliches Denken im vielperspektivischen Sachunterricht |
|---|---|
| Authors |
Laimböck, Günther  ;
Stiller, Jurik  ;
Pech, Detlef ;
Skorsetz, Nina ;
Kosler, Thorsten |
| Source | Egger, Christina [Hrsg.]; Neureiter, Herbert [Hrsg.]; Peschel, Markus [Hrsg.]; Goll, Thomas [Hrsg.]: In Alternativen denken. Kritik, Reflexion und Transformation im Sachunterricht. Bad Heilbrunn : Verlag Julius Klinkhardt 2024, S. 117-127. - (Probleme und Perspektiven des Sachunterrichts; 34) |
| Document | full text (772 KB) |
| License of the document |
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| Keywords (German) | Primarbereich; Grundschulpädagogik; Sachunterricht; Wissenschaftliches Denken; Multiperspektivität; Denkweise; Arbeitsweise; Modell; Perspektive; Erkenntnisinteresse |
| sub-discipline | Curriculum and Teaching / School Pedagogy Teaching Didactics/Teaching Maths and Sciences |
| Document type | Article (from a serial) |
| ISBN | 978-3-7815-6077-2; 978-3-7815-2623-5; 9783781560772; 9783781526235 |
| Language | German |
| Year of creation | 2024 |
| review status | Publishing House Lectorship |
| Abstract (German): | Die Autor*innen suchen nach Gemeinsamkeiten und Unterschieden perspektivenspezifischer kognitiver Interessen und Werkzeugen und entwickeln daraus ein Modell des wissenschaftlichen Denkens im Sachunterricht. (DIPF/Orig.) |
| Abstract (English): | The subject of Primary science and social sciences (Sachunterricht) is inter- and transdisciplinary and aims not only at introducing students to subject content from various natural and social science, but also at teaching them to think, work and act along scientific approaches. This paper examines the epistemological interests underlying the five subject perspectives of multi-perspective Primary science and social sciences (Sachunterricht) and the cognitive tools used for scientific inquiry. Based on the similarities and differences of the disciplinary approaches, a model of scientific reasoning in Primary science and social sciences (Sachunterricht) is developed. For this purpose, five elements were identified: Encountering phenomena, establishing conceptual understanding and formulating questions, using cognitive tools and generating data, analyzing and interpreting data and drawing conclusions. (DIPF/Orig.) |
| is part of: | In Alternativen denken. Kritik, Reflexion und Transformation im Sachunterricht |
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| Checksums | checksum comparison as proof of integrity |
| Purchase order | Check the possibility to purchase this document on buchhandel.de (only in German) |
| Date of publication | 28.03.2024 |
| Citation | Laimböck, Günther; Stiller, Jurik; Pech, Detlef; Skorsetz, Nina; Kosler, Thorsten: Wissenschaftliches Denken im vielperspektivischen Sachunterricht - In: Egger, Christina [Hrsg.]; Neureiter, Herbert [Hrsg.]; Peschel, Markus [Hrsg.]; Goll, Thomas [Hrsg.]: In Alternativen denken. Kritik, Reflexion und Transformation im Sachunterricht. Bad Heilbrunn : Verlag Julius Klinkhardt 2024, S. 117-127. - (Probleme und Perspektiven des Sachunterrichts; 34) - URN: urn:nbn:de:0111-pedocs-290007 - DOI: 10.25656/01:29000; 10.35468/6077-11 |
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