Abstract
Research on connectors is an indispensable part of German didactics, since they contribute decisively to the creation of coherence and facilitate the reception of texts. What concepts students have about (causal) connectors is rarely addressed in didactic research. Yet, the elicitation of students' concepts is a central starting point to make new knowledge connectable and to enable knowledge construction (cf. Gropengießer & Marohn, 2018). In this paper, we will discuss the results of an exploratory qualitative study in which language-related student concepts of causality and causal connectors were collected, which is an important starting point of the conceptual change approach (cf. Möller, 2007; Benesch & Winkler, 2016). Via cooperative thinking aloud (cf. Schuttkowski, Rothstein, Schmitz & Gräsel, 2015), the concepts of five student tandems (n = 8 students) on causal connections and causal connectors were videographically elicited and analyzed using content structuring qualitative content analysis (cf. Kuckartz, 2018). The meta-linguistic utterances show that sixth grade students have a broad range of different concepts about causal connections and the function of causal connectors.
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