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Klemm, Janina; Kohlhauf, Lucia; Boone, William J.; Sodian, Beate and Neuhaus, Birgit J. (2019): Förderung biologischer Beobachtungskompetenz im Kindergarten. In: Fruhe Bildung, Vol. 8, No. 1: pp. 22-29

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Observation is a central scientific method, which offers a good introduction to natural science learning for preschool children (de Boo, 2006:Johnston, 2009: Kohlhauf, 2013). Since biology experience in the preschool area has so far largely been unsystematic (Kohlhauf, 2013), the aim of this study was to determine whether the biological observation competency of preschool children could be improved systematically by a specifically developed training program. In total, 75 children in preschool (age 4.9- 6.7 years) participated in the study. While the experimental group (40 children) received a training program aimed at improving the perception and description of details, scientific thinking, and the interpretation of observed interrelations, the control group did not receive any special support for observational competence.The observation competency of all children was measured before and after the training. The training materials showed good usability according to the trainers' self-assessment, they were suitable for the age group and motivated the children to participate actively. However, the training influenced the observation competency of the children from the experimental group to varying degrees: Children who were already better observers at the beginning benefited from the training.The children who were weaker observers did not have a higher observation competency after completing the training.

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