Fostering children’s block building self-concepts and stability knowledge through construction play.

in Journal of Applied Developmental Psychology (2022), 80

The study investigated preschool children’s block building self-concepts in relation to their stability knowledge acquisition as implied by the reciprocal effects model and possible effects of different ... [more ▼]

The study investigated preschool children’s block building self-concepts in relation to their stability knowledge acquisition as implied by the reciprocal effects model and possible effects of different forms of play. We investigated three types of construction play: (a) guided play with verbal and material scaffolds, (b) guided play with material scaffolds, and (c) free play. We examined the effects of the different play forms on block building self-concept and stability knowledge acquisition as well as the reciprocal effects model’s fit to preschool children. We implemented a pre-post-follow-up design, N = 183 German 5- to 6-year-olds (88 female). Block building self-concept declined in the free play group, but not in the guided play groups. Both guided play groups outperformed the free play group in stability knowledge acquisition. The reciprocal effects model was not supported. Guided play may be effective in fostering children’s block building self-concepts and stability knowledge. [less ▲]

Ability of 6- to 7-year-old children to choose the control of variables strategy.

in Journal of Cognitive Education and Psychology (2021), 20(2), 70-82

Planning and conducting experiments require the application of the control of vari- ables strategy (CVS). Research indicates that older children can learn the CVS by engag- ing in guided-inquiry ... [more ▼]

Planning and conducting experiments require the application of the control of vari- ables strategy (CVS). Research indicates that older children can learn the CVS by engag- ing in guided-inquiry activities. It has not been studied yet whether this is also the case for children as young as 6- to 7-years. 145 children aged 6–7 years participated in a study with a pre-, post-, follow-up test design comprising two experimental groups (EG 1, EG 2) and a control group (CG). EG 1 and EG 2 received a structured-inquiry lesson, thus, carrying out six predetermined experiments with an adult’s implicit guid- ance. While the lesson in EG 1 was in the same physics domain as the test’s phys- ics domain, in EG 2 the lesson’s physics domain differed from the test’s domain. The CG did not experiment. We assessed children’s CVS ability with a multiple-choice test. Results suggested that some children in the EGs learned the CVS, whereas in the CG, no learning effects occurred. However, most children in the EGs did not gain in the CVS ability, indicating that the small dose of six experiments in one physics domain was insufficient for learning the CVS. [less ▲]

Der Zusammenhang emotionaler Kosten bei Grundschullehramtsstudierenden mit ihrer informatischen Problemlösekompetenz

in Empirische Pädagogik (2021), 35(1), 93-111

Computational thinking as an aspect of informatic problem-solving is considered to be an increasingly important competence. Computational thinking can already be fostered in primary school children, but ... [more ▼]

Computational thinking as an aspect of informatic problem-solving is considered to be an increasingly important competence. Computational thinking can already be fostered in primary school children, but its teaching in primary school remains sparse. A possible reason might be primary school teachers’ uncertainty regarding computer science and programming. Therefore, we developed a university course to teach the implementation of computational thinking to primary school student teachers with the goal of reducing possible emotional costs such as anxiety. Within this framework, we examined interindividual differences in informatic problem solving and logical thinking as prerequisites for reduction in these emotional costs. 70 students participated in the study with pre- and a post-assessment. A multiple regression showed that students’ emotional costs remained unchanged, however, informatic problem solving had a negative influence. Students with higher informatic problem solving competencies reported lower emotional costs. Logical thinking had no effect. The results indicate that students’ anxiety should be considered when eaching computational thinking. [less ▲]

Measuring preschool children’s knowledge of the principle of static equilibrium in the context of building blocks: Validation of a test instrument.

in British Journal of Educational Psychology (2020), 90

Background. Preschoolers’ knowledge of the principle of static equilibrium is an important research focus for understanding children’s science content knowledge. Hitherto studies have mainly used ... [more ▼]

Background. Preschoolers’ knowledge of the principle of static equilibrium is an important research focus for understanding children’s science content knowledge. Hitherto studies have mainly used behavioural observation with small samples. Thus, extending these studies with a validated test instrument is desirable. Aims. The aim was to validate an instrument (the Centre-of-Mass Test), which is concerned with preschoolers’ knowledge of the principle of static equilibrium, using item response theory. In Study 1, the construct structure was tested, and in Study 2, its relationship with stabilities of symmetrical blocks, figural reasoning, figural perception, mental rotation, level of interest, self-concept, motivation, and language capacity was investigated. Samples. A total of 217 five- and six-year-old children participated in Study 1 and 166 five- and six-year-old children in Study 2. Methods. All tests were administered as paper–pencil picture tests in groups and single interviews. Results. In Study 1, the Centre-of-Mass Test’s conformity with a 1PL-testlet model with an overall knowledge of static equilibrium and with two subtests, estimation of stable and unstable constructions, was confirmed. Using a 95% binomial distribution, children were categorized into three knowledge categories: geometrical-centre, centre-of-mass, and undifferentiated knowledge. In Study 2, knowledge of the principle of static equilibrium showed positive correlations with figural perception and reasoning, language capacity, and estimation of the stabilities of symmetrical objects. Conclusions. The Centre-of-Mass Test measures knowledge of the principle of static equilibrium as a unidimensional construct and mirrors preschoolers’ estimations found in previous studies. The acquisition of a more sophisticated static equilibrium knowledge is related to spatial knowledge and language capacity. [less ▲]