Vielperspektivität von Anfang an?!

Überblick und Analyse aktueller Planungsmodelle für den Sachunterricht

Abstract

This present article attempts to give an overview and provide a brief analysis of the well-established terms “multi-perspectivity” and “interconnectivity” in the current methodological discourse of primary science and social science. As both terminologies are equally used and introduced in the new curriculum for primary schools in Austria, their theoretical analysis seems highly important. To create a beneficial link to support teachers in their lesson planning, recently published models (Atzwanger et al., 2021; Freytag et al., 2021) for lesson planning will be analysed according to their potential in planning primary science and social science classes that create multi-perspective and/or interconnective learning scenarios. These results will be examined and compared with templates for lesson-planning provided by three universities for teacher education (“Verbund Nord-Ost"). These analytical and comparative findings may contribute in developing the methodology of lesson planning and research in primary science and social science. Lastly, these results reveal potential pathways to support teachers ideally in creating multi-perspective and interconnective lessons in primary science and social science classes.