@inbook{31018,
  abstract     = {{Science education in German primary schools faces four major challenges. Issues related to chemistry and physics are widely neglected (1), often because teachers lack the indispensable content knowledge. If these issues are taught, however, hands-on experiments are rarely conducted (2). If such experiments are integrated into the teaching process, they are often not analyzed in a way so that students can broaden their concepts about science. Rather, the students are just conducting experiments by the book (3). As well, individual ways of knowledge achievement are not offered in a systematic fashion (4). This article describes the GribS-Project which takes on these challenges by a four year program of professional development and joint implementation of teaching innovations. Selected results show that teachers'
knowledge of the topic “air” increased as result of participation in contentspecific training.}},
  author       = {{Kullmann, Harry and Ziegler, Florian and Grygier, Patricia and Hartinger, Andreas}},
  booktitle    = {{Sachunterricht - auf dem Weg zur Inklusion. 21. Jahresband der GDSU}},
  editor       = {{Giest, Hartmut and Kaiser, Astrid and Schomaker, Claudia}},
  isbn         = {{3781517985}},
  pages        = {{97–106}},
  publisher    = {{Klinkhardt}},
  title        = {{{Das Modellprojekt "GribS" – Grundschulen zur individuellen Förderung bayerischer Schülerinnen und Schüler}}},
  volume       = {{21}},
  year         = {{2011}},
}