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Exploring Science with Fridolin - Competences for Sustainability in Early Childhood Education Bringing Science Competences to the Children Thinking A range of competences are necessary in a future-oriented, democratic society so that we are able to deal with the manifold challenges of our time responsibly and competently. In this context, the OECD (2005) defines a selection of key competences that are considered crucial: the ability to act in socially heterogenous groups, autonomous organizational and action abilities, and the interactive use of media and tools. In order to sustainably operate in a self-determined manner in a world shaped by the natural sciences, aspects of scientific literacy, in particular the acquisition of scientific action capabilities, are additionally to be considered (see http://www.oecd.org/dataoecd/36/35693281.pdf). However, the prerequisite for the acquisition of these action capabilities is that the relevant primary experiences can be achieved as early as pre-school and primary school and that central basic competences are acquired. Thus, for the development of competences in measuring, ordering and experimenting, for example, it is indispensable that the child possesses basic competences in comparing, perceiving differences and recognising relations (larger, smaller, equal).
Exciting Adventures of Exploration with Fridolin The Fridolin Programme of the Graz School Biology Centre begins at pre-school and primary school age, and supports schools and playschools with the development of competence-oriented science and technology lessons for the long term in the form of a year-round educational partnership (see http://www.naturerlebnispark.at). In a combination of various constructivist teaching models such as anchored instruction, problem-oriented learning, puppet science, a complex, experience-oriented learning scenario is created, which is supported by narrative, dramaturgic elements:
In various frame stories, Fridolin, the mascot of the School Biology Centre, experiences exciting adventures of exploration and is faced with problematic situations that can only be solved with the help of the children. In this way, all activities and all content that is examined have a meaningful context and a higher significance. The stories are designed in such a way that several paths are possible to reach a goal. Decorations and props support the identification with the narrative scenario. As an identification figure, Fridolin quickly manages to appeal to the children emotionally and to arouse their attention. With the help of Fridolin it is also possible to involve otherwise reserved children in conversations and to encourage communicative abilities in many ways. The "challenges" that the frame stories contain can only be solved by the children themselves in an exploratory manner, i.e. by constructive, active acquisition of knowledge and by using the resulting conclusions.
How competences in experimenting can be taught with the Fridolin programme? The four most important approaches, which scientists also use to gain knowledge, are introduced in a child-friendly form: Scientific discourse: "Chatting to Fridolin" Literature studies: "Fridolin's clever book" Create, perceive, document phenomena: "Observe and try out" Hypothesis-led experimentation: "Fridolin's experiment". The learning process is thus designed as a problem-solving process, during the course of which children test lines of action in a structured way, gradually acquire competences of knowledge, action and evaluation, and develop self-confidence. "Fridolin's letters" and the material provided for lessons ensure that the activities in the School Biology Centre also continue in class and enable the learning process to be designed with a long-term focus.
Conclusion Accompanying
studies by the
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Letzte Änderung: August 2010 |
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