Developing and Evaluating a Learning Arrangement on Wind for Primary Education

Journal of Physics Conference Series, vol. 3280, pp. 012024

Abstract

Abstract Understanding weather phenomena such as wind plays a crucial role in fostering scientific literacy from an early age. Within the binational project “Understanding Weather”, this study focuses on the design and evaluation of a learning arrangement on wind for primary education, developed following a design-based research approach. Grounded in the Model of Educational Reconstruction, the intervention was implemented in four third-grade classes (N = 89). Post- and follow-up questionnaires indicated positive learning outcomes, as e.g. 50% of students correctly identified the asked wind direction. Additionally, after three weeks, a slight improvement in knowledge was detected, but solely on descriptive levels and not significantly. Furthermore, 87% of students demonstrated an intuitive understanding of wind strength, even though it was not an explicit focus of the learning arrangement. The findings support the conceptually grounded design. The study contributes to evidence-based primary science education and provides implications for the iterative development of a spiral curriculum on weather phenomena.

Authors 4

1. Ingrid Krumphals corresponding

   FH Kärnten

   Affiliation as printed

   Carinthia University of Applied Sciences

   University College of Teacher Education

2. Magdalena Zivithal
   Affiliation as printed

   University College of Teacher Education

3. Thomas Plötz

   Kirchliche Pädagogische Hochschule Wien/Niederösterreich

   Affiliation as printed

   Private University College of Teacher Education of Christian Churches Austria

4. Bianca Watzka Aachen

   RWTH Aachen University

   Affiliation as printed

   RWTH Aachen University