Mirjam Steffensky
Biographic Data
| ID | 4604930 |
|---|---|
| NAME | Mirjam Steffensky |
| GIVEN NAMES | Mirjam |
| FAMILY NAME | Steffensky |
| SIGNATURE | STEFFENSKY M |
| AFFILIATIONS | Universität Hamburg |
| ORCID | 0000-0002-7157-6088 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 32 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Hands‐on and Minds‐on? Findings on the Instructional Support of Preschool Teachers to Foster Children's Understanding of Scientific Practices
To participate effectively in modern society, it is essential to have both knowledge of scientific concepts and an understanding of scientific practices. Children develop initial knowledge and skills to engage in scientific practices, such as identifying patterns, long before entering school. It can be assumed that instructional support of scientific practices fosters children's understanding of these practices. However, little is known about how…
Instructional Talk in Early Science Education
The study investigates instructional support and children’s verbal participation in video-recorded science activities. Using multilevel regression, a longitudinal analysis of data from 51 German preschool groups (188 children aged 4–6) was conducted to examine how Concept Development and Language Modeling (two dimensions of instructional support according to the Classroom Assessment Scoring System; Pianta et al. 2008), along with children’s verba…
The Quality of Interactions in the Home Science Environment and Associations With Children's Science Learning
From early on, families play a critical role in fostering their children's science development, particularly through shared interactions in the home science environment (HSE). The quality of these interactions is deemed pivotal for children's science learning. However, there is limited understanding regarding the quality of interactions between parents and children when exploring science together and how these interactions relate to children's sc…
Fachkräftemangel in pädagogischen Handlungsfeldern
Children’s understanding of scientific inquiry
Development of professional vision and pedagogical content knowledge during initial teacher education
Declining interest in science in lower secondary school classes
Although promoting student interest is a pivotal educational goal, student interest in science, and particularly in physics, declines substantially during secondary school. This study focused on the long‐term development of interest in physics at the lower secondary level (grades 5–7) and examined the role of teaching and teaching quality on the development. In particular, the study investigated the role of whether or not physics was taught in cl…
The development of professional vision in pre-service teachers during initial teacher education and its relationship to beliefs about teaching and learning
This study explores longitudinal change in professional vision of instructional support during initial teacher education and its association with beliefs about teaching and learning. Growth modeling with multilevel approaches applied to data from N = 130 pre-service teachers at four measurement points throughout their bachelor's degree revealed a linear development in professional vision. However, the pre-service teachers observed differed system…
School subjects' synergy and teacher knowledge
German preservice teachers always study two teaching subjects instead of only one. This offers an almost paradigmatic approach for the investigation of effects of specific subject combinations on professional competence. So far, few studies focused on potential beneficial effects or risks on preservice teachers' motivational orientations, beliefs, and professional knowledge. In our exploratory study, we chose a cross‐sectional quasi‐experimental …
Professionalisierung pädagogischer Fach- und Lehrkräfte in der frühen Mint-Bildung
Die Autor*innen legen dar, dass die Anzahl besuchter MINT-Fortbildungen von zentraler Bedeutung für die Entwicklung der professionellen Kompetenz in der frühen MINT-Bildung ist. Der Band stellt die Ergebnisse zweier Studien zur professionellen Entwicklung von pädagogischen Fach- und Lehrkräften in der frühen MINT-Bildung vor, die zu diesem Ergebnis gekommen sind. (DIPF/Orig.)
How the home learning environment contributes to children's early science knowledge—Associations with parental characteristics and science-related activities
Parents play a pivotal role in introducing their children to science, but little is known about the nature of an early science-related home learning environment. This study examines different aspects of the home learning environment and their associations with children's science knowledge. Mediation analyses of a sample of 257 five-year-old preschool children and their parents show that (1) parental engagement in science-related learning activiti…
Preschool teachers’ learning opportunities in their initial teacher education and in-service professional development – do they have an influence on preschool teachers’ science-specific professional k…
Preschool teachers’ science-specific competences have been shown to influence their science instruction, which in turn appear directly related to the development of children’s science competences. Initial teacher education and in-service professional development may include learning opportunities to acquire science-specific competences necessary for teaching science in preschool. Knowledge about the effects of learning opportunities in initial te…
Pre-service teachers' professional vision of instructional support in primary science classes
Teachers' professional vision, pedagogical content knowledge and beliefs
Teachers' professional vision, pedagogical content knowledge and beliefs
Pre-service teachers' professional vision of instructional support in primary science classes
How the home learning environment contributes to children's early science knowledge—Associations with parental characteristics and science-related activities
Parents play a pivotal role in introducing their children to science, but little is known about the nature of an early science-related home learning environment. This study examines different aspects of the home learning environment and their associations with children's science knowledge. Mediation analyses of a sample of 257 five-year-old preschool children and their parents show that (1) parental engagement in science-related learning activiti…
The development of professional vision in pre-service teachers during initial teacher education and its relationship to beliefs about teaching and learning
This study explores longitudinal change in professional vision of instructional support during initial teacher education and its association with beliefs about teaching and learning. Growth modeling with multilevel approaches applied to data from N = 130 pre-service teachers at four measurement points throughout their bachelor's degree revealed a linear development in professional vision. However, the pre-service teachers observed differed system…
Pre-service teachers' professional vision of instructional support in primary science classes
Teachers' professional vision, pedagogical content knowledge and beliefs
Preschool teachers’ learning opportunities in their initial teacher education and in-service professional development – do they have an influence on preschool teachers’ science-specific professional k…
Preschool teachers’ science-specific competences have been shown to influence their science instruction, which in turn appear directly related to the development of children’s science competences. Initial teacher education and in-service professional development may include learning opportunities to acquire science-specific competences necessary for teaching science in preschool. Knowledge about the effects of learning opportunities in initial te…
Professionalisierung pädagogischer Fach- und Lehrkräfte in der frühen Mint-Bildung
Die Autor*innen legen dar, dass die Anzahl besuchter MINT-Fortbildungen von zentraler Bedeutung für die Entwicklung der professionellen Kompetenz in der frühen MINT-Bildung ist. Der Band stellt die Ergebnisse zweier Studien zur professionellen Entwicklung von pädagogischen Fach- und Lehrkräften in der frühen MINT-Bildung vor, die zu diesem Ergebnis gekommen sind. (DIPF/Orig.)
How the home learning environment contributes to children's early science knowledge—Associations with parental characteristics and science-related activities
Parents play a pivotal role in introducing their children to science, but little is known about the nature of an early science-related home learning environment. This study examines different aspects of the home learning environment and their associations with children's science knowledge. Mediation analyses of a sample of 257 five-year-old preschool children and their parents show that (1) parental engagement in science-related learning activiti…
School subjects' synergy and teacher knowledge
German preservice teachers always study two teaching subjects instead of only one. This offers an almost paradigmatic approach for the investigation of effects of specific subject combinations on professional competence. So far, few studies focused on potential beneficial effects or risks on preservice teachers' motivational orientations, beliefs, and professional knowledge. In our exploratory study, we chose a cross‐sectional quasi‐experimental …
Development of professional vision and pedagogical content knowledge during initial teacher education
Declining interest in science in lower secondary school classes
Although promoting student interest is a pivotal educational goal, student interest in science, and particularly in physics, declines substantially during secondary school. This study focused on the long‐term development of interest in physics at the lower secondary level (grades 5–7) and examined the role of teaching and teaching quality on the development. In particular, the study investigated the role of whether or not physics was taught in cl…
The development of professional vision in pre-service teachers during initial teacher education and its relationship to beliefs about teaching and learning
This study explores longitudinal change in professional vision of instructional support during initial teacher education and its association with beliefs about teaching and learning. Growth modeling with multilevel approaches applied to data from N = 130 pre-service teachers at four measurement points throughout their bachelor's degree revealed a linear development in professional vision. However, the pre-service teachers observed differed system…
Fachkräftemangel in pädagogischen Handlungsfeldern
Children’s understanding of scientific inquiry
The Quality of Interactions in the Home Science Environment and Associations With Children's Science Learning
From early on, families play a critical role in fostering their children's science development, particularly through shared interactions in the home science environment (HSE). The quality of these interactions is deemed pivotal for children's science learning. However, there is limited understanding regarding the quality of interactions between parents and children when exploring science together and how these interactions relate to children's sc…
Hands‐on and Minds‐on? Findings on the Instructional Support of Preschool Teachers to Foster Children's Understanding of Scientific Practices
To participate effectively in modern society, it is essential to have both knowledge of scientific concepts and an understanding of scientific practices. Children develop initial knowledge and skills to engage in scientific practices, such as identifying patterns, long before entering school. It can be assumed that instructional support of scientific practices fosters children's understanding of these practices. However, little is known about how…
Instructional Talk in Early Science Education
The study investigates instructional support and children’s verbal participation in video-recorded science activities. Using multilevel regression, a longitudinal analysis of data from 51 German preschool groups (188 children aged 4–6) was conducted to examine how Concept Development and Language Modeling (two dimensions of instructional support according to the Classroom Assessment Scoring System; Pianta et al. 2008), along with children’s verba…
Mathematics education (10 works) · Psychology (10 works) · Science Education and Pedagogy (8 works) · Pedagogy (7 works) · Science education (7 works) · Professional development (5 works) · Cognition (4 works) · Teacher education (4 works) · Computer Science (3 works) · Educational Strategies and Epistemologies (3 works)