Epistemologische Überzeugungen von Erzieherinnen und Erziehern

Magdalena Plöger-Werner examines in this study the domain-specific epistemological beliefs of educators related to natural sciences and early childhood education, as well as their beliefs about children's learning. She highlights the connection to the design of learning situations in daycare centers that are related to natural sciences and cross-disciplinary. The results indicate that both epistemological and learning-related beliefs play a significant role in pedagogical actions. Specifically, for the natural sciences, this influence is indirect, mediated through the learning-related beliefs.