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    Fördernde Wirkung extracurricularer Angebote an Ganztagsgrundschulen

    Eine quasi-experimentelle Studie im Bereich Naturwissenschaften

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    Author(s)
    Schröder, Julia
    Collection
    AG Universitätsverlage
    Language
    German
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    Abstract
    The expansion of all-day schools should lead, among other things, to a changed teaching and learning culture that promotes motivational-affective competencies in students. But even after 20 years, all-day elementary schools do not seem to fulfill this. Scientific quality criteria are too rarely implemented in elementary schools. The aim of this dissertation was to investigate the effect of an (interlocked) extracurricular science program on elementary school students regarding their motivational-affective characteristics. For this purpose, an (interlocked) offer was implemented in the intervention study, whereby this was linked to physical education in half of the schools. The analysis of the questionnaires of 236 pupils showed that participation in a science offer can be profitable, but that the interlocking is not as highly effective as expected. The study suggests changing the intra-school structure and revising the understanding of interlocking.
    URI
    https://library.oapen.org/handle/20.500.12657/52220
    Keywords
    elementary school; interlocking; motivation
    DOI
    10.17875/gup2021-1818
    ISBN
    978-3-86395-522-9
    Publisher
    Universitätsverlag Göttingen
    Publication date and place
    2021
    Classification
    Education
    Rights
    http://creativecommons.org/licenses/by-sa/4.0/deed.de
    • Harvested from Göttingen

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    License

    • If not noted otherwise all contents are available under Attribution 4.0 International (CC BY 4.0)

    Credits

    • logo EU
    • This project received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 683680, 810640, 871069 and 964352.

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