Scientific Thinking and Subject-Specific Learning in Primary Schools

The subject Sachunterricht in Germany initiates children into the natural and social sciences with an interdisciplinary approach. This article explores subject-specific learning by focusing on the concept of “scientific thinking” using a topic-centred approach. The analysis of a classroom interaction from a qualitative empirical research project shows how students engage in subject-specific and creative thinking while negotiating their understanding of concepts. This unintended process demonstrates the potential of cross-domain world exploration as the didactic goal of Sachunterricht. The study also highlights the need for further exploration into fostering creative and critical thinking within subject-specific learning. As educationEducation evolves, embracing innovative teaching practices and prioritising world exploration may offer a transformative way forward.