Schumann, Svantje
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The Analysis of Science Education Lessons at Primary Level
The phenomenon of "swimming and sinking" is a very demanding basic concept not only for children but also for teachers. Nevertheless, it is often taught in science lessons at primary schools. The following article analyzes a teaching sequence on the subject of "swimming and sinking" in 2nd grade, available as video recording, as well as accompanying material and transcripts. The analysis of the implementation practice serves to examine the realities that result in practical consequence. A sequence from the lesson is analyzed using objective hermeneutics. The method of objective hermeneutics is a reconstructive method in contrast to a subsuming approach. It aims to decipher the typical, i.e. characteristic, structures of phenomena to be investigated and to "bring to light the objective laws operating behind the phenomena". In the case analysis there was maximum transparency: each sequence passage is available as a transcript and as an interpretation, each reader can try to replace the existing interpretation by an even more plausible interpretation using arguments and thereby increasing their knowledge. The case study concludes that the standardized form of knowledge transfer and the schematic view of science overtax children and teachers. The present study provides indications that it must be doubted whether standardized schematic teaching of scientific theory is capable of supporting the development of a researcher's habitus. It provides clues that it should at least be examined whether science education can instead be seen as applied science logic or science pedagogy for children and as science education with the aim of promoting the development of a researcher habitus in children.
Alexander von Humboldt als Vorbild für naturwissenschaftliches Lernen
Ausgehend von Reflexionen zu Humboldts wissenschaftlicher und kameralistischer Methodik sowie seinen Arbeitsergebnissen in den verschiedenen Fachbereichen werden Bezüge zum heutigen Sachunterricht und zum naturwissenschaftlichen Unterricht hergestellt. Hierbei wird unter dem Aspekt einer Bildung zu nachhaltiger Entwicklung Humboldts Forschungsansatz der Natur- und Wirtschaftsraumbilanzierung betrachtet. Einige Verfahren und Experimente in den Forschungsbereichen Astronomie, Biologie, Chemie, Geografie und Physik werden nachvollzogen und aus heutiger Perspektive reflektiert. Hierzu werden Rückschlüsse insbesondere auf fächerverbindendes Lernen, forschend-entdeckendes Lernen und den Einbezug von Aspekten der Natur der Naturwissenschaften (NOS) vorgestellt, auch für die Aus- und Weiterbildung von Lehrpersonen.