Entwicklung politischen Wissens in der Grundschule

Götzmann, Anke

doi:10.1007/978-3-658-09116-3

Cited by 19 publications

(4 citation statements)

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“…They showed that, during the elementary school 2 years, children accumulate political information (Easton & Dennis, 1969; Hess & Torney, 1967; Moore, Lare, & Wagner, 1985). More recent studies also show that elementary school pupils are politically knowledgeable (e.g., Gemmeke, 1998; Götzmann, 2015; Hafner, 2006; van Deth, Abendschön, & Vollmar, 2011). Regarding the development of children’s political knowledge during their 4 years in primary school this means that we expect that…”

Section: Political Knowledge and Childrenmentioning

confidence: 99%

Political Knowledge of Children and the Role of Sociostructural Factors

Abendschön

Tausendpfund

2017

American Behavioral Scientist

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This article investigates how and why political knowledge varies among young children. The data of the empirical analyses are adapted from the German study “Learning to Live Democracy” and consists of a three-wave panel of 431 young children who were interviewed at the beginning and at the end of their first school year, as well as at the end of their fourth school year. The empirical results show that political knowledge among young children is not equally distributed. Girls, children from Turkish families and/or those from areas with a low socioeconomic status show a tendency to be less politically knowledgeable than boys, children from native German families and/or those from areas with a higher socioeconomic status. These differences do not disappear during the first years in school.

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Section: Political Knowledge and Childrenmentioning

confidence: 99%

Political Knowledge of Children and the Role of Sociostructural Factors

Abendschön

Tausendpfund

2017

American Behavioral Scientist

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“…In this study, the existence of a naïve theory of politics is postulated (cf. Goetzmann, 2015). For the domain of politics, an ontological assumption can be formulated with the key political term “the public” (Goetzmann, 2015) because politics can be defined as a public conflict of interests under the conditions of public use of power and the need for consensus (von Alemann, 1995).…”

Section: Naïve Theories Of Politicsmentioning

confidence: 99%

Elementary School Children’s Political Knowledge

Goetzmann¹

2017

American Behavioral Scientist

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This study looks at the question of which domain-specific concepts regarding politics children already understand and to what extent a naïve theory of politics can be postulated. It shows that even children in first grade have political knowledge that becomes increasingly differentiated throughout their time in elementary school. Fourth graders’ knowledge is more elaborate than that of first graders. The migrant background of children has a negative influence on political knowledge. No gender-specific differences in knowledge are found.

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“…The results for the political system of the Federal Republic of Germany and the European Union (EU) represent initial indications that the empirical investigation of the abovementioned model is auspicious. Goetzmann (2015) based her items in her primary school study on this model. We know from intervention studies that lessons dealing with subject concepts or technical vocabulary have a greater effect on learning than working with school textbooks (Landwehr, 2017; Weisseno et al, 2016).…”

Section: State Of Researchmentioning

confidence: 99%

The significance of trust in the political system and motivation for pupils’ learning progress in politics lessons

Landwehr

Weißeno

2016

Citizenship, Social and Economics Education

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Very little research has been conducted on the contribution of political education to learning progress in Germany. Hence, there is a need for intervention studies measuring performance against the theoretical background of a political competence model. This model comprises three constructs: subject knowledge, motivation and attitudes. According to this model, politics lessons should not only convey knowledge but also arouse subject interest, promote political attitudes and develop problem-solving skills. This study investigates how knowledge acquisition is influenced by intervention using theory-oriented teaching materials on the European Union, intervention using conventional textbooks on the European Union and politics lessons without any reference to the European Union. It further asks how the performance-related self-concept and subject interest in political issues impact political knowledge and whether civic virtue and trust in the system are related to it. The sample comprises 1071 pupils. Theory-oriented politics classes lead to greater growth of pupils' knowledge than in the control group. As anticipated, this study proves that a positive subject-specific self-concept impacts knowledge. The examination of political attitudes reveals a positive correlation between civic virtue and knowledge. There is no connection between trust in the political system and knowledge.

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Entwicklung politischen Wissens in der Grundschule

Cited by 19 publications

References 0 publications

Political Knowledge of Children and the Role of Sociostructural Factors

Political Knowledge of Children and the Role of Sociostructural Factors

Elementary School Children’s Political Knowledge

The significance of trust in the political system and motivation for pupils’ learning progress in politics lessons

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