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035   $a(WaSeSS)IndRDA00124313
035   $a(Verlag Barbara Budrich)9783847411901
035   $a(oapen)https://directory.doabooks.org/handle/20.500.12854/64132
035   $a(EXLCZ)993790000000536075
100   $a20220221h20172018  uy         0
101 0 $aeng
135   $aurcnu||||||||
181   $2rdacontent
182   $2rdamedia
183   $2rdacarrier
200 00$aEarly Science Education - Goals and Process-Related Quality Criteria for Science Teaching$b[electronic resource]$f"Haus der kleinen Forscher" Foundation, Yvonne Anders, Ilonca Hardy, Sabina Pauen, Jo?rg Ramseger, Beate Sodian, Mirjam Steffensky
205   $a1st ed.
210   $aLeverkusen$cVerlag Barbara Budrich$d2017
210   $d2017, c2018
215   $a1 online resource (267 pages) $ccolor illustrations, photographs
225 0 $aWissenschaftliche Untersuchungen zur Arbeit der Stiftung "Haus der kleinen Forscher"
311   $a3-8474-0559-4 
320   $aIncludes bibliographical references at the end of each chapters.
330   $aScientific contributions authored by distinguished experts from the field of early education are published periodically within the framework of the series Scientific Studies on the Work of the "Haus der kleinen Forscher" Foundation. This publication series serves to foster informed dialogue between the Foundation, scientists, and practitioners with the aim of giving all early childhood education and care centres, after-school centres, and primary schools in Germany scientifically sound support in fulfilling their early education mandate. This fifth volume in the series focuses on goals of science education at the level of the children, the early childhood professionals, and the pedagogical staff at after-school centres and primary schools, and on process-related quality criteria for science teaching at pre-primary and primary level. In their expert reports, Yvonne Anders, Ilonca Hardy, Sabina Pauen, Beate Sodian, and Mirjam Steffensky specify pedagogical content dimensions of the goals of early science education at pre-primary and primary school age. In addition to theoretically underpinning these goals, the authors present instruments for their assessment. In his expert report, Jo?rg Ramseger formulates ten quality criteria for science teaching. Early childhood professionals and pedagogical staff at after-school centres and primary schools can draw on these process-related criteria when planning lessons and conducting self-evaluations of science learning opportunities at pre-primary and primary level. The concluding chapter of the volume describes the implementation of these expert recommendations in the substantive offerings of, and the accompanying research on, the "Haus der kleinen Forscher" Foundation.
606   $aearly education
606   $ascience education
606   $ascience teaching
610   $aearly education;science education;science teaching
615  4$aearly education
615  4$ascience education
615  4$ascience teaching
676   $a372.35044
700   $aAnders$b Yvonne$4auth
702   $aAnders$b Yvonne$cProf. Dr.$4aut
702   $aHardy$b Ilonca$4aut
702   $aPauen$b Sabina$cProf. Dr.$4aut
702   $aRamseger$b Jo?rg$cProf. Dr.$4aut
702   $aSodian$b Beate$4aut
702   $aSteffensky$b Mirjam$cProf. Dr.$4aut
712 02$a"Haus der kleinen Forscher" Foundation$4edt
801  0$bWaSeSS
801  1$bWaSeSS
906   $aBOOK
912   $a9910284438303321
996   $aEarly Science Education - Goals and Process-Related Quality Criteria for Science Teaching$92784849
997   $aUNINA