Results of a longitudinal study focusing on the effects of integrated science in grades 5 and 6 are reported. Originally, the project investigated the impact of an extracurricular project (“NaWi-aktiv”) on science with a control-group design. However, changes in the educational system in the state of Schleswig-Holstein gave the opportunity for this longitudinal study. In accordance with other studies, a statistically significant – albeit moderate – decline of interest in scientific topics and science as school subject was found. On the other hand, science self-concept and knowledge of scientific methods increased significantly. Moreover, there was some evidence for a raised interest in experimenting. Concerning nature of science, a ceiling effect prevented finding significant changes over time. Lastly, there are some hints as to an effect of a science workgroup in addition to regular science lessons. The results are analyzed and discussed in respect of current discussions about integrated science.
Translated title of the contributionWhat is the impact of integrated science in grades 5 and 6?
Original languageGerman
JournalZeitschrift für Didaktik der Naturwissenschaften
Volume20
Issue number1
Pages (from-to)87-99
Number of pages13
ISSN0949-1147
DOIs
Publication statusPublished - 2014
No renderer: handleNetPortal,dk.atira.pure.api.shared.model.researchoutput.ContributionToJournal

    Research areas

  • Research in teaching and learning - Integrated science, Extracurricular project, Longitudinal study, Interest, Self-concept, Knowledge of scientific methods

ID: 445980