Digitalisierung als Vernetzungsbeispiel im Sachunterricht – Digitalisierung und Vernetzung beim Lernen über Medien

Der Beitrag fokussiert Digitalitätsbildung im naturwissenschaftlichen Grundschulunterricht. Die Autor*innen fordern, dass Phänomene der Digitalisierung in der naturwissenschaftlichen Grundbildung perspektivisch vernetzt behandelt werden sollten, um die digitale Kompetenz von Grundschulkindern zu fördern. Es werden Anforderungen an konzeptionelle Modelle für eine erfolgreiche Integration in den Unterricht genannt. (DIPF/Orig.) ; Based on current phenomena of digitalisation and corresponding media pedagogical, general didactical as well as subject didactical documents and models, further conceptual considerations on digitality education in primary science education are discussed. For this purpose, the ‘RANG-Modell’ is described and linked to current developments in this regard from two perspectives, whereby it becomes clear that especially in learning and teaching with and via digital media, specifics of primary science education, such as multi-perspectivity, are of central importance and are particularly expressed in the circular model of the subject. Accordingly, phenomena of digitalisation should be dealt with in a perspective-networking manner in primary science education in order to promote ‘digital literacy’ among primary school children. Following the requirements for conceptual models for successful integration in the classroom, further research needs are identified. (DIPF/Orig.)