{"id":751,"date":"2016-08-15T20:32:58","date_gmt":"2016-08-15T20:32:58","guid":{"rendered":"http:\/\/timss2015.org\/encyclopedia\/countries\/germany\/the-science-curriculum-in-primary-and-lower-secondary-grades\/"},"modified":"2016-10-18T15:35:52","modified_gmt":"2016-10-18T15:35:52","slug":"the-science-curriculum-in-primary-and-lower-secondary-grades","status":"publish","type":"page","link":"http:\/\/timss2015.org\/encyclopedia\/countries\/germany\/the-science-curriculum-in-primary-and-lower-secondary-grades\/","title":{"rendered":"The Science Curriculum in Primary and Lower Secondary Grades"},"content":{"rendered":"<div class=\"carouselwrap\"><div id=\"menu-germany\" class=\"carouselmenu\"><a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/germany\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Introduction<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/germany\/the-mathematics-curriculum-in-primary-and-lower-secondary-grades\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>The Mathematics Curriculum in Primary and Lower Secondary Grades<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/germany\/the-science-curriculum-in-primary-and-lower-secondary-grades\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>The Science Curriculum in Primary and Lower Secondary Grades<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/germany\/teachers-teacher-education-and-professional-development\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Teachers, Teacher Education, and Professional Development<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/germany\/instruction-for-mathematics-and-science-in-primary-and-lower-secondary-grades\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Instruction for Mathematics and Science in Primary and Lower Secondary Grades<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/germany\/monitoring-student-progress-in-mathematics-and-science\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Monitoring Student Progress in Mathematics and Science<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/germany\/special-initiatives-in-mathematics-and-science-education\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Special Initiatives in Mathematics and Science Education<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/germany\/use-and-impact-of-timss\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Use and Impact of TIMSS<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/germany\/suggested-readings\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>Suggested Readings<\/span><\/a><\/li>\n<a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/germany\/references\/\" class=\"menu-link main-menu-link menu-item menu-item-type-custom menu-item-object-custom\"><span>References<\/span><\/a><\/li>\n<\/div><\/div>\t<style>\n\t\t.carouselwrap{\n\t\t\tbackground: #e5eaef;\n\t\t}\t\t\n\t\t.owl-item a{\n\t\t\tbackground: #ffffff;\n\t\t\tborder: 4px #00b2cc solid;\n\t\t\tcolor: #000000;\n\t\t}\t\t\n\t\t.owl-item a:hover,\n\t\t.owl-item a:focus,\n\t\t.owl-item a.current-menu-item{\n\t\t\tbackground: #00667f;\n\t\t\tborder: 4px #00b2cc solid;\n\t\t\t\n\t\t\tcolor: #ffffff;\n\t\t}\n\t<\/style>\n\t\n<h2>The Science Curriculum in Primary and Lower Secondary Grades<\/h2>\n<p>Science education at the primary school level is currently regulated by 14 curricula. In contrast to mathematics, the primary school science curricula are not determined by the national educational standards. In the curriculum for integrated science (Sachunterricht) of North Rhine-Westphalia, educational objectives are described as content-based as well as process-based competency expectations. Exhibit 3 is an example of an overview of one science topic and curriculum focus at the primary school level in North Rhine-Westphalia, a fairly representative curriculum for the 16 states.<sup>18<\/sup><\/p>\n<p><strong>Exhibit 3: Science Curriculum Guidelines for the Primary Level (up to Grade 4) in North Rhine-Westphalia, Topic: Nature and Life <\/strong><\/p>\n<table class=\"tableEncyc\" border=\"0\" width=\"100%\">\n<tbody>\n<tr class=\"heading\">\n<td>Content Domains<\/td>\n<td>Student Competencies<sup style=\"font-weight: normal;\">e<\/sup><\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom headingInside\" colspan=\"2\">Nature and Life<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Materials and Their Transformation<\/td>\n<td class=\"borderBottom\">\n<ul>\n<li>Collect animate and inanimate materials from nature and organize them according to specific criteria<\/li>\n<li>Examine characteristics of materials and describe similarities and differences<\/li>\n<li>Examine visible material changes of animate and inanimate natural objects, present results, and describe them (i.e., states of matter such as water; dehydration processes of fruits; dissolution abilities of solids materials; and chemical transformations through combustion)<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Heat, Light, Fire, Water, Air, and Sound<\/td>\n<td class=\"borderBottom\">\n<ul>\n<li>Discover characteristics of heat, light, fire, water, air, and sound through experimentation<\/li>\n<li>Observe and describe the importance of water, heat, and light for humans, animals, and plants<\/li>\n<li>Plan an experiment and evaluate results<\/li>\n<li>Describe changes in nature and demonstrate stages of change (e.g., the water cycle and the seasons)<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Magnetism and Electricity<\/td>\n<td class=\"borderBottom\">\n<ul>\n<li>Examine and describe the effect of magnets on various materials<\/li>\n<li>Construct simple electric circuits, and describe, explain, and follow safety rules when using electricity<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Human Body, Senses, Nutrition, and Health<\/td>\n<td class=\"borderBottom\">\n<ul>\n<li>Examine and describe the meaning of the five senses in daily life<\/li>\n<li>Identify and describe the functions of individual sensory organs<\/li>\n<li>Identify and describe different nutrition habits and their effects<\/li>\n<li>Describe the structures and basic functions of the human body (blood circulation, respiration, digestion)<\/li>\n<li>Describe hygiene basics, healthy nutrition, and healthy lifestyle<\/li>\n<li>Formulate rules and advice for living a healthy lifestyle<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Animals and Plants, and Their Habitats<\/td>\n<td class=\"borderBottom\">\n<ul>\n<li>Identify body structures and living conditions of animals and document the results<\/li>\n<li>Observe and identify plants and their typical characteristics, and describe their habitat<\/li>\n<li>Describe the development of animals and plants<\/li>\n<li>Describe the relationship between habitats and living conditions for animals, humans, and plants<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>For most tracks at the secondary school level, science is taught in the following separate subjects: biology, chemistry, physics, and geography. Some states offer science as an integrated subject in certain secondary school tracks, covering some or all the subjects (mostly at Hauptschulen or Gesamtschulen).<\/p>\n<p>Eighth grade science education currently is regulated by more than 40 different curricula, which are informed by the national educational standards (except geography). The curricula differ across grades and tracks, with the more demanding tracks covering content more quickly or in more detail. Some content (e.g., thermodynamics) is covered only in the more demanding secondary tracks.<\/p>\n<p>Exhibit 4 presents a representative overview of topics covered in biology, chemistry, physics, and geography from the eighth grade curriculum for the Realschulbildungsgang (extensive general education) in North Rhine-Westphalia.<sup>19-22<\/sup><\/p>\n<p><strong>Exhibit 4: Physics, Chemistry, Biology, and Earth Science Curriculum Guidelines for the Secondary Level (Realschule) in North Rhine-Westphalia; Selected Topics<\/strong><\/p>\n<table class=\"tableEncyc\" border=\"0\" width=\"100%\">\n<tbody>\n<tr class=\"heading\">\n<td class=\"borderBottom headingInside\" colspan=\"2\">Physics<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom headingInside\" colspan=\"2\">Topic: Forces and Machines<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Content Focus<\/td>\n<td class=\"borderBottom\">\n<ul>\n<li>Forces, energy, and power; machines; the electric motor<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Possible Contexts<\/td>\n<td class=\"borderBottom\">\n<ul>\n<li>Tools; technical inventions; the life of Isaac Newton<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Relationship to Core Ideas<\/td>\n<td class=\"borderBottom\">\n<ul>\n<li>System\u2014The lever and the electric motor<\/li>\n<li>Interaction\u2014Forces, magnetic forces, and fields<\/li>\n<li>Energy\u2014Energy, power, and conservation of energy<\/li>\n<li>Matter\u2014Mass<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Example Exemplary Competencies<\/td>\n<td class=\"borderBottom\">\n<ul>\n<li>Use of content knowledge\u2014Relate changes in motion or deformation of objects to forces<\/li>\n<li>Scientific method\u2014Differentiate between observation and interpretation (e.g., in the context of simple machines)<\/li>\n<li>Scientific communication\u2014Represent effects and interactions of forces in graphics<\/li>\n<li>Evaluation and judgment\u2014Justify choice of tools and machines from a physics perspective<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table class=\"tableEncyc\" border=\"0\" width=\"100%\">\n<tbody>\n<tr class=\"heading\">\n<td class=\"borderBottom headingInside\" colspan=\"2\">Chemistry<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom headingInside\" colspan=\"2\">Topic: Elements and the Periodic Table<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Content Focus<\/td>\n<td class=\"borderBottom\">\n<ul>\n<li>Families of elements; the periodic table; atomic structure<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Possible Contexts<\/td>\n<td class=\"borderBottom\">\n<ul>\n<li>Structure of matter; history of atomic theory; classification of chemical elements<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Relationship to Core Ideas<\/td>\n<td class=\"borderBottom\">\n<ul>\n<li>Chemical reaction\u2014Families of elements<\/li>\n<li>Matter\u2014Protons, neutrons, electrons, elements, atomic structure, atomic mass, isotopes, core-shell model, shell model<\/li>\n<li>Energy\u2014States of energy<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Example Exemplary Competencies<\/td>\n<td class=\"borderBottom\">\n<ul>\n<li>Use of content knowledge\u2014Explain the structure of the periodic table<\/li>\n<li>Scientific method\u2014Explain the difference between an atom and an ion based on an atomic model<\/li>\n<li>Scientific communication\u2014Use the periodic table to find information about different elements<\/li>\n<li>Evaluation and judgment\u2014Describe the historical development of theories of particles, atoms, and elements, and choose an appropriate model to answer specific questions<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table class=\"tableEncyc\" border=\"0\" width=\"100%\">\n<tbody>\n<tr class=\"heading\">\n<td class=\"borderBottom headingInside\" colspan=\"2\">Biology<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom headingInside\" colspan=\"2\">Topic: Ecosystems and Their Changes<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Content Focus<\/td>\n<td class=\"borderBottom\" valign=\"top\">\n<ul>\n<li>Properties of ecosystems; energy transfer in ecosystems; changes in ecosystems<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Possible Contexts<\/td>\n<td class=\"borderBottom\" valign=\"top\">\n<ul>\n<li>Ecosystem of a forest; aquatic environments; climate change<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Relationship to Core Ideas<\/td>\n<td class=\"borderBottom\">\n<ul>\n<li>System\u2014Producers (living things that engage in photosynthesis), consumers, decomposers, food webs, predator-prey relationships, cycles of matter, biosphere<\/li>\n<li>Structure and function\u2014Unicellular organisms, multicellular organisms<\/li>\n<li>Development\u2014Changes in ecosystems, ecological niches, invasive species, sustainability, greenhouse effect<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Example Exemplary Competencies<\/td>\n<td class=\"borderBottom\">\n<ul>\n<li>Use of content knowledge\u2014Name structures and parts of an ecosystem and describe their interactions<\/li>\n<li>Scientific method\u2014Observe, display, and explain seasonal variations in an ecosystem<\/li>\n<li>Scientific communication\u2014Present cycles of matter in an ecosystem<\/li>\n<li>Evaluation and judgment\u2014Describe and evaluate information on climate change from different sources, and develop a position on the issue<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<table class=\"tableEncyc\" border=\"0\" width=\"100%\">\n<tbody>\n<tr class=\"heading\">\n<td class=\"borderBottom headingInside\" colspan=\"2\">Earth Science<sup style=\"font-weight: normal;\">f<\/sup><\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom headingInside\" colspan=\"2\">Topic: Anthropogenic and Natural Hazards to Living Environments<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Content Focus<\/td>\n<td class=\"borderBottom\" valign=\"top\">\n<ul>\n<li>Natural hazards to living environments; anthropogenic hazards to living environments<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Possible Contexts<\/td>\n<td class=\"borderBottom\" valign=\"top\">\n<ul>\n<li>Not specified<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Relationship to Core Ideas<\/td>\n<td class=\"borderBottom\" valign=\"top\">\n<ul>\n<li>Not specified<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td class=\"borderBottom borderRight headingInside\" valign=\"top\">Example Exemplary Competencies<\/td>\n<td class=\"borderBottom\" valign=\"top\">\n<ul>\n<li>Content competency\u2014Explain causes of earthquakes and volcanoes (plate tectonics) as well as their risks to life, and suggest protective actions<\/li>\n<li>Judgment competency\u2014Evaluate protection strategies for states against geological risks<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"<p>The Science Curriculum in Primary and Lower Secondary Grades Science education at the primary school level is currently regulated by 14 curricula. In contrast to mathematics, the primary school science curricula are not determined by the national educational standards. In &hellip; <a href=\"http:\/\/timss2015.org\/encyclopedia\/countries\/germany\/the-science-curriculum-in-primary-and-lower-secondary-grades\/\">Continued<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":137,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":"2"},"class_list":["post-751","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages\/751","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/comments?post=751"}],"version-history":[{"count":14,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages\/751\/revisions"}],"predecessor-version":[{"id":6912,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages\/751\/revisions\/6912"}],"up":[{"embeddable":true,"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/pages\/137"}],"wp:attachment":[{"href":"http:\/\/timss2015.org\/encyclopedia\/wp-json\/wp\/v2\/media?parent=751"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}