Neue Ansätze zur Differenzierung im Schülerlabor

Abstract

Zusammenfassung: DieHerausforderung,auf eine zunehmendheterogeneSchülerschaftzureagieren,ist nicht nureineA ufgabe vonSchule. Da naturwissenschaftliche Bildungverstärktauchinder Kooperationvon Schulenund außerschulischenBildungsträgern stattfindensollte, stellensichF ragenetwaanSchülerlabore, ob und wiediese derzunehmenden Heterogenitätihrer Besucherinnenund Besucher begegnen.DieserBeitrag disku-tiertA nsätzez ur Differenzierungi mS chülerlabor fürb esonders heterogene Lerngruppen.E sw erdene in Modell undv erschiedene Maßnahmenz ur Differenzierung im Schülerlabor vorgestellt. Ergebnisse ausd er Evaluation deuten an,dassdas Differenzierungsmodell fürdas Schülerlabor guteinsetzbarist unddie verwen-detenMethoden,u.a.durch Comics unterstützeV ersuchsanleitungen undabgestufteLernhilfen, aufgroße Zustimmung beiden Lernendenstoßen Stichworte: AußerschulischeBildung ·Schülerlabor ·Differenzierung ·forschendes Lernen Differentiationinexperimentalworkinnon-formallearning environmentsAbstract: Thec hallenge to respondt og rowing heterogeneitya mong students is noto nlyatask fors chools, sincee ducation is suggestedt ot akep lace more thoroughly in thec ooperation of schoolsw itho ut-of-school learning environments.T hus, non-formal educationp roviders in sciencee ducation need to find answers whetherand howtheyintendtodealwiththe growingheterogeneity.Inthisarticle,wedescribeapproaches towardsdifferentiation forveryheterogeneous learning groups when visiting an out-of-schoolexperimental learning environment (Schülerlabor). Adifferentiation modeland corresponding measures aredescribed.Findings from theevaluationindicatethatthe modelworks andthatthe implementedmethods, e.g. ,comic-based experimental instructions or cuecards,are well appreciatedbythe learners.

Development and implementation of innovative concepts for language-sensitive student laboratories

“…The results show that the most frequently used graded tip cards are those for performing experiments. This observation is in line with the findings of other studies, which show that the use of graded tip cards have a positive impact on inquiry-based learning and students' autonomy during experimentation (Sta ¨udel, 2009;Affeldt et al, 2019). Those grades which combine help for conduction of the experiment supported by images have been shown to be particularly helpful.…”

“…The more familiar the students are with the use of graded tip cards, the higher the benefit the students can achieve Affeldt et al, 2015Affeldt et al, , 2019. The learning setting in general and the use of graded tip cards in particular must therefore be as simple and intuitive as possible.…”

“…Particularly successful in dealing with linguistic diversity have been the design of the material offered with the inclusion of linguistic supports, contexts related to everyday life, and the provision of graded tip cards for better scientific understanding and experimentation. These opportunities for differentiation have a particularly positive effect on student motivation, independent experimentation, and inquiry-based learning (Sta ¨udel et al, 2007;Affeldt et al, 2019).…”

“…Students can work at different learning and working tempi (Sta ¨udel et al, 2007). The extent and type of help can be organized by themselves without reducing the complexity of the task as such or generally lowering the requirements (Affeldt et al, 2019). The graded tip cards are designed language-sensitive using tools of language-sensitive science teaching (Leisen, 2010;Markic et al, 2013).…”

“…Sentence patterns, block diagrams, and sentence starters help to formulate observations and findings. The graded tip cards support students in dealing with Chemish (Markic et al, 2013) and help students to experiment in an inquiry way (Sta ¨udel et al, 2007;Affeldt et al, 2019).…”