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035   $a(CKB)5400000000041913
035   $a(oapen)https://directory.doabooks.org/handle/20.500.12854/75231
035   $a(oapen)doab75231
035   $a(EXLCZ)995400000000041913
100   $a20202201d2021      |y         0
101 0 $ager
135   $aurmn|---annan
181   $ctxt$2rdacontent
182   $cc$2rdamedia
183   $acr$2rdacarrier
200 00$aFo?rdernde Wirkung extracurricularer Angebote an Ganztagsgrundschulen$eEine quasi-experimentelle Studie im Bereich Naturwissenschaften
210   $cUniversita?tsverlag Go?ttingen$d2021
215   $a1 online resource
311 08$a3-86395-522-6 
330   $aThe expansion of all-day schools should lead, among other things, to a changed teaching and learning culture that promotes motivational-affective competencies in students. But even after 20 years, all-day elementary schools do not seem to fulfill this. Scientific quality criteria are too rarely implemented in elementary schools. The aim of this dissertation was to investigate the effect of an (interlocked) extracurricular science program on elementary school students regarding their motivational-affective characteristics. For this purpose, an (interlocked) offer was implemented in the intervention study, whereby this was linked to physical education in half of the schools. The analysis of the questionnaires of 236 pupils showed that participation in a science offer can be profitable, but that the interlocking is not as highly effective as expected. The study suggests changing the intra-school structure and revising the understanding of interlocking.
517   $aFördernde Wirkung extracurricularer Angebote an Ganztagsgrundschulen 
517   $aFördernde Wirkung extracurricularer Angebote an Ganztagsgrundschulen 
606   $aEducation$2bicssc
610   $aelementary school
610   $ainterlocking
610   $amotivation
615  7$aEducation
700   $aSchröder$b Julia$4auth$01295499
906   $aBOOK
912   $a9910557401203321
996   $aFördernde Wirkung extracurricularer Angebote an Ganztagsgrundschulen$93023542
997   $aUNINA