The development of early scientific literacy gaps in kindergarten children
In times of climate change, worldwide diseases, and the question of sustainable energy, scientific literacy has never been more important. The acquisition of scientific literacy starts in early childhood and depends on children's experiences in learning environments such as the parental home an...
Gespeichert in:
| Veröffentlicht in: | International journal of science education 2020-08, Vol.42 (12), p.1988-2007 |
|---|---|
| Hauptverfasser: | , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 2007 |
|---|---|
| container_issue | 12 |
| container_start_page | 1988 |
| container_title | International journal of science education |
| container_volume | 42 |
| creator | Kähler, Jana Hahn, Inga Köller, Olaf |
| description | In times of climate change, worldwide diseases, and the question of sustainable energy, scientific literacy has never been more important. The acquisition of scientific literacy starts in early childhood and depends on children's experiences in learning environments such as the parental home and kindergarten. The Starting Cohort 2 of the German National Educational Panel Study offers longitudinal data on the scientific literacy of 2,937 children from kindergarten to the third grade of primary school. We used linear latent growth curve models to analyse the data. The results show that the scientific literacy of kindergarten children grew over time and that kindergarten children already differed in their scientific literacy. Especially children from non-German-speaking homes or whose parents had lower levels of education or who came from homes with low cultural capital had a significantly lower level of scientific literacy in kindergarten. A scientific focus in kindergarten, on the other hand, had a positive effect on the scientific literacy of kindergarten children. Moreover, our study did not reveal any interindividual differences in the growth of scientific literacy over time. Thus, our study did not find any evidence to indicate that school had closed the initial gap in children's scientific literacy. |
| doi_str_mv | 10.1080/09500693.2020.1808908 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_2451753042</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1273555</ericid><sourcerecordid>2451753042</sourcerecordid><originalsourceid>FETCH-LOGICAL-c407t-42639e95ad8686a8286c1f1a300afc57278a40fbdecfcfa07573c8c109aedabd3</originalsourceid><addsrcrecordid>eNp9kM1OwzAQhC0EEqXwCJUscU5ZO3Hi3EBV-amQuJSztXXs1iVNgp2C8vYkSuHIabU7MzvSR8iMwZyBhDvIBUCax3MOvD9JkDnIMzJhSZpEgsv8nEwGTzSYLslVCHsASNIsnZDVemdoYb5MWTcHU7W0ttSgLzsatOt3Z52mpWuNR93RLTaBuop-uKowfou-NRXVO1cW3lTX5MJiGczNaU7J--NyvXiOXt-eXhYPr5FOIGujhKdxbnKBhUxlipLLVDPLMAZAq0XGM4kJ2E1htNUWIRNZrKVmkKMpcFPEU3I7_m18_Xk0oVX7-uirvlLxRLBMxJDw3iVGl_Z1CN5Y1Xh3QN8pBmrApn6xqQGbOmHrc7MxZ7zTf5nlivEsFkL0-v2ou8rW_oDftS8L1WJX1t56rLQLKv6_4gegoH32</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2451753042</pqid></control><display><type>article</type><title>The development of early scientific literacy gaps in kindergarten children</title><source>Access via Taylor & Francis</source><creator>Kähler, Jana ; Hahn, Inga ; Köller, Olaf</creator><creatorcontrib>Kähler, Jana ; Hahn, Inga ; Köller, Olaf</creatorcontrib><description>In times of climate change, worldwide diseases, and the question of sustainable energy, scientific literacy has never been more important. The acquisition of scientific literacy starts in early childhood and depends on children's experiences in learning environments such as the parental home and kindergarten. The Starting Cohort 2 of the German National Educational Panel Study offers longitudinal data on the scientific literacy of 2,937 children from kindergarten to the third grade of primary school. We used linear latent growth curve models to analyse the data. The results show that the scientific literacy of kindergarten children grew over time and that kindergarten children already differed in their scientific literacy. Especially children from non-German-speaking homes or whose parents had lower levels of education or who came from homes with low cultural capital had a significantly lower level of scientific literacy in kindergarten. A scientific focus in kindergarten, on the other hand, had a positive effect on the scientific literacy of kindergarten children. Moreover, our study did not reveal any interindividual differences in the growth of scientific literacy over time. Thus, our study did not find any evidence to indicate that school had closed the initial gap in children's scientific literacy.</description><identifier>ISSN: 0950-0693</identifier><identifier>EISSN: 1464-5289</identifier><identifier>DOI: 10.1080/09500693.2020.1808908</identifier><language>eng</language><publisher>London: Routledge</publisher><subject>Academic achievement gaps ; Achievement Gap ; Childhood ; Climate change ; Cultural Capital ; developmental research ; Early childhood education ; early years/early childhood ; Educational Attainment ; Elementary schools ; Family Environment ; Foreign Countries ; German ; Grade 1 ; Grade 3 ; Kindergarten ; Kindergarten students ; Latent growth curve models ; Learning ; learning environments ; Literacy ; Native Language ; Parent Background ; Quality of education ; Science Education ; Scientific Literacy ; Socioeconomic Status ; Young Children</subject><ispartof>International journal of science education, 2020-08, Vol.42 (12), p.1988-2007</ispartof><rights>2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2020</rights><rights>2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This work is licensed under the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c407t-42639e95ad8686a8286c1f1a300afc57278a40fbdecfcfa07573c8c109aedabd3</citedby><cites>FETCH-LOGICAL-c407t-42639e95ad8686a8286c1f1a300afc57278a40fbdecfcfa07573c8c109aedabd3</cites><orcidid>0000-0001-5652-8101 ; 0000-0002-2694-4531 ; 0000-0003-4683-4708</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.tandfonline.com/doi/pdf/10.1080/09500693.2020.1808908$$EPDF$$P50$$Ginformaworld$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://www.tandfonline.com/doi/full/10.1080/09500693.2020.1808908$$EHTML$$P50$$Ginformaworld$$Hfree_for_read</linktohtml><link.rule.ids>314,780,784,27924,27925,59647,60436</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1273555$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Kähler, Jana</creatorcontrib><creatorcontrib>Hahn, Inga</creatorcontrib><creatorcontrib>Köller, Olaf</creatorcontrib><title>The development of early scientific literacy gaps in kindergarten children</title><title>International journal of science education</title><description>In times of climate change, worldwide diseases, and the question of sustainable energy, scientific literacy has never been more important. The acquisition of scientific literacy starts in early childhood and depends on children's experiences in learning environments such as the parental home and kindergarten. The Starting Cohort 2 of the German National Educational Panel Study offers longitudinal data on the scientific literacy of 2,937 children from kindergarten to the third grade of primary school. We used linear latent growth curve models to analyse the data. The results show that the scientific literacy of kindergarten children grew over time and that kindergarten children already differed in their scientific literacy. Especially children from non-German-speaking homes or whose parents had lower levels of education or who came from homes with low cultural capital had a significantly lower level of scientific literacy in kindergarten. A scientific focus in kindergarten, on the other hand, had a positive effect on the scientific literacy of kindergarten children. Moreover, our study did not reveal any interindividual differences in the growth of scientific literacy over time. Thus, our study did not find any evidence to indicate that school had closed the initial gap in children's scientific literacy.</description><subject>Academic achievement gaps</subject><subject>Achievement Gap</subject><subject>Childhood</subject><subject>Climate change</subject><subject>Cultural Capital</subject><subject>developmental research</subject><subject>Early childhood education</subject><subject>early years/early childhood</subject><subject>Educational Attainment</subject><subject>Elementary schools</subject><subject>Family Environment</subject><subject>Foreign Countries</subject><subject>German</subject><subject>Grade 1</subject><subject>Grade 3</subject><subject>Kindergarten</subject><subject>Kindergarten students</subject><subject>Latent growth curve models</subject><subject>Learning</subject><subject>learning environments</subject><subject>Literacy</subject><subject>Native Language</subject><subject>Parent Background</subject><subject>Quality of education</subject><subject>Science Education</subject><subject>Scientific Literacy</subject><subject>Socioeconomic Status</subject><subject>Young Children</subject><issn>0950-0693</issn><issn>1464-5289</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2020</creationdate><recordtype>article</recordtype><sourceid>0YH</sourceid><recordid>eNp9kM1OwzAQhC0EEqXwCJUscU5ZO3Hi3EBV-amQuJSztXXs1iVNgp2C8vYkSuHIabU7MzvSR8iMwZyBhDvIBUCax3MOvD9JkDnIMzJhSZpEgsv8nEwGTzSYLslVCHsASNIsnZDVemdoYb5MWTcHU7W0ttSgLzsatOt3Z52mpWuNR93RLTaBuop-uKowfou-NRXVO1cW3lTX5MJiGczNaU7J--NyvXiOXt-eXhYPr5FOIGujhKdxbnKBhUxlipLLVDPLMAZAq0XGM4kJ2E1htNUWIRNZrKVmkKMpcFPEU3I7_m18_Xk0oVX7-uirvlLxRLBMxJDw3iVGl_Z1CN5Y1Xh3QN8pBmrApn6xqQGbOmHrc7MxZ7zTf5nlivEsFkL0-v2ou8rW_oDftS8L1WJX1t56rLQLKv6_4gegoH32</recordid><startdate>20200812</startdate><enddate>20200812</enddate><creator>Kähler, Jana</creator><creator>Hahn, Inga</creator><creator>Köller, Olaf</creator><general>Routledge</general><general>Taylor & Francis Ltd</general><scope>0YH</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope><orcidid>https://orcid.org/0000-0001-5652-8101</orcidid><orcidid>https://orcid.org/0000-0002-2694-4531</orcidid><orcidid>https://orcid.org/0000-0003-4683-4708</orcidid></search><sort><creationdate>20200812</creationdate><title>The development of early scientific literacy gaps in kindergarten children</title><author>Kähler, Jana ; Hahn, Inga ; Köller, Olaf</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c407t-42639e95ad8686a8286c1f1a300afc57278a40fbdecfcfa07573c8c109aedabd3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2020</creationdate><topic>Academic achievement gaps</topic><topic>Achievement Gap</topic><topic>Childhood</topic><topic>Climate change</topic><topic>Cultural Capital</topic><topic>developmental research</topic><topic>Early childhood education</topic><topic>early years/early childhood</topic><topic>Educational Attainment</topic><topic>Elementary schools</topic><topic>Family Environment</topic><topic>Foreign Countries</topic><topic>German</topic><topic>Grade 1</topic><topic>Grade 3</topic><topic>Kindergarten</topic><topic>Kindergarten students</topic><topic>Latent growth curve models</topic><topic>Learning</topic><topic>learning environments</topic><topic>Literacy</topic><topic>Native Language</topic><topic>Parent Background</topic><topic>Quality of education</topic><topic>Science Education</topic><topic>Scientific Literacy</topic><topic>Socioeconomic Status</topic><topic>Young Children</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Kähler, Jana</creatorcontrib><creatorcontrib>Hahn, Inga</creatorcontrib><creatorcontrib>Köller, Olaf</creatorcontrib><collection>Taylor & Francis Open Access</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><jtitle>International journal of science education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Kähler, Jana</au><au>Hahn, Inga</au><au>Köller, Olaf</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1273555</ericid><atitle>The development of early scientific literacy gaps in kindergarten children</atitle><jtitle>International journal of science education</jtitle><date>2020-08-12</date><risdate>2020</risdate><volume>42</volume><issue>12</issue><spage>1988</spage><epage>2007</epage><pages>1988-2007</pages><issn>0950-0693</issn><eissn>1464-5289</eissn><abstract>In times of climate change, worldwide diseases, and the question of sustainable energy, scientific literacy has never been more important. The acquisition of scientific literacy starts in early childhood and depends on children's experiences in learning environments such as the parental home and kindergarten. The Starting Cohort 2 of the German National Educational Panel Study offers longitudinal data on the scientific literacy of 2,937 children from kindergarten to the third grade of primary school. We used linear latent growth curve models to analyse the data. The results show that the scientific literacy of kindergarten children grew over time and that kindergarten children already differed in their scientific literacy. Especially children from non-German-speaking homes or whose parents had lower levels of education or who came from homes with low cultural capital had a significantly lower level of scientific literacy in kindergarten. A scientific focus in kindergarten, on the other hand, had a positive effect on the scientific literacy of kindergarten children. Moreover, our study did not reveal any interindividual differences in the growth of scientific literacy over time. Thus, our study did not find any evidence to indicate that school had closed the initial gap in children's scientific literacy.</abstract><cop>London</cop><pub>Routledge</pub><doi>10.1080/09500693.2020.1808908</doi><tpages>20</tpages><orcidid>https://orcid.org/0000-0001-5652-8101</orcidid><orcidid>https://orcid.org/0000-0002-2694-4531</orcidid><orcidid>https://orcid.org/0000-0003-4683-4708</orcidid><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0950-0693 |
| ispartof | International journal of science education, 2020-08, Vol.42 (12), p.1988-2007 |
| issn | 0950-0693 1464-5289 |
| language | eng |
| recordid | cdi_proquest_journals_2451753042 |
| source | Access via Taylor & Francis |
| subjects | Academic achievement gaps Achievement Gap Childhood Climate change Cultural Capital developmental research Early childhood education early years/early childhood Educational Attainment Elementary schools Family Environment Foreign Countries German Grade 1 Grade 3 Kindergarten Kindergarten students Latent growth curve models Learning learning environments Literacy Native Language Parent Background Quality of education Science Education Scientific Literacy Socioeconomic Status Young Children |
| title | The development of early scientific literacy gaps in kindergarten children |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-01T21%3A25%3A03IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=The%20development%20of%20early%20scientific%20literacy%20gaps%20in%20kindergarten%20children&rft.jtitle=International%20journal%20of%20science%20education&rft.au=K%C3%A4hler,%20Jana&rft.date=2020-08-12&rft.volume=42&rft.issue=12&rft.spage=1988&rft.epage=2007&rft.pages=1988-2007&rft.issn=0950-0693&rft.eissn=1464-5289&rft_id=info:doi/10.1080/09500693.2020.1808908&rft_dat=%3Cproquest_cross%3E2451753042%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2451753042&rft_id=info:pmid/&rft_ericid=EJ1273555&rfr_iscdi=true |