Abstract
The second extended edition of this monograph introduces the theory of science education of preschool children and primary school pupils. This theory was developed using grounded theory, a qualitative research method (Strauss, Corbin, 1998).
The theoretical grounding is based on selected pedagogical and developmental theories, theories of intelligence and environmental education. The thesis summarizes the original research that deals with the relationship of children and pupils to nature (children's ideas about nature, a tree I like, biophilia and biophobia, the number of experiences in nature), the phenomenon of alienating children to nature (syndrome of falling children, recent years) and whether their teachers reflect developmental specifics.
The qualitative research approach is complemented by several quantitative research probes. The author draws attention to the existence of natural science talents and the need for early diagnosis and early support.
On the basis of theoretical and research findings the goals and didactic principles (principles) of science education of preschool children and pupils of the first grade were set. Furthermore, didactic means, proven and innovative methods are briefly introduced, didactic approaches of science education transformed for this age group are outlined.