Mit biologischen Inhalten Brücken zur Chemie bauen : Entwicklung und Erprobung eines Seminars für Sachunterrichtsstudierende

Chemical contents in primary schools are still underrepresented, notwithstanding respective curriculum guidelines. Although teachers are aware of the significance of these contents, they often lack positive attitudes towards chemical topics and do not show much interest in them. Closely related is a widespread low self-efficacy for chemical contents and a negative self-concept to teach them.
In this thesis the mentioned reasons for the underrepresentation of chemical contents are taken into account to develop a seminar for students of general studies (science and social studies at primary school level). Thus favourable preconditions for the teaching of chemical contents in primary school are expected to be created during university education.
The guiding principle of the seminar is a combination of chemical and biological contents in order to transfer the students’ positive attitudes towards biology also to chemistry.
A variety of different methods is used to evaluate the effects of the seminar in order to gain a comprehensive overview through this triangulation. These methods include Own Word Mapping, a self-developed, picture based association test, the Semantic Differential and a questionnaire with complementary oral questioning.
The results indicate that the students perceive more connections between chemistry and biology and more chemical aspects in their environment after the seminar. Furthermore, a positive influence of the seminar on the unconscious attitudes towards chemistry and on the interest in chemical topics is revealed. Students show a higher self-efficacy concerning chemistry as well as a more positive self-concept concerning the teaching of chemical contents. The design of the seminar therefore supports the foundation of favorable conditions for an increased teaching of chemical aspects in primary school.