Bildsprache als Ausgangspunkt von Sprach- und Facharbeit im Sachunterricht: Empirische Ergebnisse zu Darstellungs- und Sprachebenen in Schulbüchern

Language is of high importance for solving tasks in science education, as results of international assessments have repeatedly shown (cf. Andersen 2020; OECD, 2019). The empirical study LiST (Language in Science Tasks) raises the question, which challenges are to be found in terms of language in tasks used in current primary science textbooks. This article presents the results on tasks that activate the pupils’ reflection on basic concepts in science with special focus on pictorial language and the related verbal tasks. It shows examples of tasks that teachers see as supportive for the development of scientific concepts. The results presented here are discussed in the context of an increasing migration and linguistic diversity of primary school classes. On this basis,
hypotheses are formulated for the successful conditions of a scientific concepts activating task construction for primary science education. On this basis, hypotheses for a successful task construction that activates scientific concepts in primary science education.