Pupils are enabled to decide themselves on which topics they want to conduct research. By researching themselves, the children acquire methodological competencies that enable them to learn independently about specific contents, interacting with different media and by organising themselves in small project groups while supporting and teaching each other. Posters and models are developed, and experiments and tests are conducted continuously. In presentation slots that are regularly scheduled the children present their findings. In addition, they repeat important learning contents and aspects of their research. Teachers accompany the children during these autonomous learning situations.

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SCIENCE CORNER
Abstract
Pupils are enabled to decide themselves on which topics they want to
conduct research. By researching themselves, the children acquire
methodological competencies that enable them to learn independently
about specific contents, interacting with different media and by organising
themselves in small project groups while supporting and teaching each
other. Posters and models are developed, and experiments and tests are
conducted continuously. In presentation slots that are regularly scheduled
the children present their findings. In addition, they repeat important learning
contents and aspects of their research. Teachers accompany the children
during these autonomous learning situations.
The science corners are being established step by step at the Kettelerschule,
a primary school in Bonn, Germany. They enable all pupils to work
autonomously during the science lessons. Via specific organizational
measures and a well-established learning environment the children can
pursue research interests in a highly motivated manner by organizing
themselves in small learning and researching groups for a subject they are
choosing on their own. The research sessions are scheduled for two lessons
weekly in a so-called „learning family,“ which consists of a mix of the
conventional classes grades 1-4 with up to 26 children per learning family. All
learning families include handicapped children or those with learning
difficulties, as the Kettelerschule is emphasizing inclusion. In addition,
researching lessons are taking place during free learning times. Through this
approach of self-directed learning lessons of science can be conducted in
an inclusive setting in a school area that is socially underprivileged and
faced with social problems. Individual learning pre-dispositions as well as
usage and practice of language skills are also taken into account. All pupils,
girls and boys alike, including handicapped children or those with poor
German language skills due to their migration background, can benefit from
this highly motivating learning environment. Not only do they develop an
attitude of asking questions and investigating things, they also gain
fundamental methodological competencies. This enables them to
independently learn and research self-chosen projects.
Each science corner consists of a science library, an exposition table, a
cupboard with different research materials and a researchers' table. The
science library contains a large selection of fact books, which are divided
into the categories of humans, animals, plants, science in general, technics,
and culture. It also contains lexica with the means of colored adhesive tape
and letters in order to make it more easily understandable and accessible.
Within the cupboard and the sections of the exposition table diverse
materials are stored and made available to the pupils for their action-
Ute Hennig, Mark Winter

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oriented projects. The exhibition tables can be used for displaying projects
just started or finalized. The researchers' table is available for content-based
work and used to display the work until the next researchers’ lesson.
Each research lesson starts with a circle. The research subjects are being
agreed upon and progress, difficulties or objectives are discussed by the
small research groups. The 6-10 different researchers’ groups are noted on
laminated cards which are pinned at a researchers' board. On these cards
the different researching topics and the names of the children’s working on
the chosen subject are shown. There is also an option of time-wise
documentation. Once the research topics and all pupils are being assigned
in a self-chosen manner, the working phase starts. Each research group is
responsible for a box which must be labelled with the respective topic and
used to collect relevant materials and books. Thus, the materials are
available on a short-term basis, do not get lost and can be stored quickly
and systematically. Alternatively, there are researches' tablets available
which can be used to store any material for experiments until the next
researchers’ lesson.
At the beginning of each science project the children have to conduct a
cluster. Their knowledge and questions on the chosen subject are collected,
serving as a basis and orientation throughout the course of the research
project. Via the internet, the fact books from the library as well as expert
interviews the pupils create a series of learning posters and exercise a
demanding process of gathering and systematically organizing relevant
information within the context of a strong contextual diversity that
conventional lessons cannot provide. The older children provide support to
the younger pupils by using their experience and acquired competencies,
thereby naturally learning how to guide and instruct small groups. During
experiments and tests the pupils adhere to a manual and instructions,
collecting and organizing materials. They document by using symbols or by
painting, creating sketches, phrasing objectives during the planning of a
specific experiment or test, and watching, interpreting and questioning
results as they proceed. In addition, the groups carry out experiments and
tests, and build models using toys such as Lego or Fischertechnik, or papier-
mâché or other materials. This teaches the pupils to meaningfully handle
tools or materials, providing also a reliable sense of achievements, which is of
particular importance for children with language difficulties.
Through regular presentations and respective feedback, for example when
a learning poster is presented, individual criteria or aspects do not have to
be introduced anymore, but are constantly and continuously repeated and
learned and taught. By working bilaterally with partners or in small groups the
children learn in a social and cooperative manner, but also experience
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essential methods and proven ways of working together. With the beginning
of the elementary school year, media competencies are learned, practiced
and passed on to other pupils. Through self-initiated practical and
meaningful usage, the pupils learn at an early stage how to work with the
internet and search engines, printers, cameras, computer data filing and
administration systems, and a dictaphone. Interdisciplinary aspects naturally
come into play and are subsequently used also in other lessons.
If the pupils find unknown words during an information search in a fact book,
then the so-called “word treasure” cards are created. The word class has to
be determined, the meaning of the word to be explained and a picture/
image is added. Thus, a “word treasure” card is created, which is
orthographically, semantically and grammatically challenging and which
enriches learning in the area of language. The “researcher” cards are used
when the children want to investigate specific problems or questions in order
to find contextual relationships or explanations. By this approach a collection
of “word treasure” and ”researcher” cards is developed that can be used
for further research. For example, measuring skills can be applied and
deepened during math lessons. Also, research material can be used in other
contexts. Generally, the competencies acquired through the science
corners are of interdisciplinary relevance.
The teacher guides the pupils, s/he does not instruct them directly. The pupils
independently pursue their interests and research subjects which are really
meaningful to them. The teacher's role usually consist of the overall
organization and maintenance of the prepared learning environment, while
supporting the pupils in choosing relevant fact books and mobilizing relevant
information or materials for the research. In addition, the teacher checks
texts with regards to misspelling and grammar, requesting corrections.
However, s/he tries to limit support and advice as much as possible so that
the pupils can use resources and tools available to resolve a problem and
answer a question by themselves. Many individual contacts are made which
require a lot of flexibility by the teacher. In numerous individual discussions
the teacher provides guidance and supports the children. Also, these serve
as important feedback in observations regarding the documentation of
learning processes. For the purpose of written documentation there are
open observation questionnaires which are divided into the categories of
humans, animals, plants, general science, technics and culture. This way
each children are able to acquire self-chosen learning contents. By this
division into fundamental areas there is also a mandatory framework
underlying otherwise content-wise freedom. During the research time slots
experiments are conducted with regard to electricity, water or magnets.
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Examples of researches are: Hello Kitty, Japan, cavemen, horses, top
models, poisonous snakes, Kurdistan. Spaceships, scorpions, boats, snakes,
vehicles or helmets are being built. In other researches the pupils try to find
out the meaning of "care", "carrion", "albino" or "field", how (sport) trophies
are created or what “herpes” is.
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