| 1. |
- Areljung, Sofie, 1983-, et al.
(author)
-
Potential for multi-dimensional teaching for 'emergent scientific literacy' in pre-school practice
- 2018
-
In: Journal of Emergent Science. - : Association for Science Education. - 2046-4754. ; 15, s. 20-27
-
Journal article (peer-reviewed)abstract
- How can pre-school teachers form science teaching in a landscape of increasing focus on academically oriented learning outcomes, without losing the unique character of pre-school pedagogies? Seeking to contribute to the discussion of what pre-school science can be, we have analysed data from activities in fourteen Swedish pre-schools (for children aged 1-5 years), to examine if and how multi-dimensional teaching may be combined with teaching for scientific literacy.The overall picture is that elements of ‘emergent scientific literacy' can be combined with a wide range of teaching dimensions, such as empathy, fantasy and storytelling.These results contribute important perspectives to what pre-school science can be and how it can be researched in a way that is suitable for the preschool’s conditions.We suggest our analytical questions, and the dimensions displayed in our results, as a tool for teachers who plan or evaluate science teaching in the early years.
|
|
| 2. |
- Areljung, Sofie, 1983-, et al.
(author)
-
Teaching for Emergent Disciplinary Drawing in Science? Comparing Teachers' and Children's Ways of Representing Science Content in Early Childhood Classrooms
- 2022
-
In: Research in science education. - : Springer. - 0157-244X .- 1573-1898. ; 52:3, s. 909-926
-
Journal article (peer-reviewed)abstract
- This classroom-based study aims to contribute knowledge about children's opportunities to make use of drawing to make meaning in science. Employing a social semiotic approach to drawing, we examine what ways of representing science content that are (1) made available by the teacher and (2) adopted in children's drawings. We analysed observation data from 11 science lessons in early childhood classrooms (children aged 3 to 8 years), including the drawings that children made during those lessons (129 drawings in total). Our findings suggest that the semiotic resources that teachers provide have a large impact on how children represent science content in their drawings. Moreover, we interpret that teachers strive to support children's 'emergent disciplinary drawing' in science, since they predominantly provided semiotic resources where the science content was generalised and decontextualised. Finally, we propose that 'emergent disciplinary drawing' is incorporated as an element of science pedagogy in ECE practice and ECE teacher education.
|
|
| 3. |
- Areljung, Sofie, 1983-, et al.
(author)
-
The role of children’s drawings in science teaching : A comparison across preschool, preschool class and early primary school
- 2018
-
Conference paper (peer-reviewed)abstract
- Particularly since many children in early childhood education (ECE) (education for children from birth to 8 years) do not yet write, teachers and researchers tend to use children’s drawings to assess their developing science learning. Previous studies show that children’s choices on what to include in their drawings are affected by local cultures of what constitutes a good representation. However, there is a lack of studies that focus on the teacher perspective, in terms of why and how they include drawing activities in their science teaching. Further, there are currently no studies that compare the role of drawings in science teaching across ECE sectors. The study is part of a larger study which aims to to advance our understanding of how to bridge science teaching across ECE sectors (preschool, preschool class, early primary school). Here, our specific aim is to examine how educational cultures of different ECE sectors interact with teacher’s objectives for using children’s drawings in science activities. We use Activity Theory to analyse field data (notes, photos, videos) from science activities that include children’s drawings, as well as recordings from group discussions with teachers. First, we focus on the relation between the purpose of the activity, the tools used, the local educational culture, and the outcome of each activity. Second, we compare our results across ECE sectors. Our preliminary results indicate that the purpose of drawing activities vary across sectors. In preschool, children’s drawings may serve to tell stories, while in early primary school, drawings may serve as a part of observation practice or to display children’s understandings of science concepts. The results are discussed in relation to children’s transitions between educational cultures, and whether teachers should explicitly scaffold scientific drawing in ECE.
|
|
| 4. |
- Due, Karin, 1953-, et al.
(author)
-
Inte som i skolan - pedagoger positionerar naturvetenskap i förskolan : Preschool teachers talk about science – Positioning themselves and positioning science
- 2018
-
In: NorDiNa. - : Naturfagsenteret. - 1504-4556 .- 1894-1257. ; 14:4, s. 411-426
-
Journal article (peer-reviewed)abstract
- This article discusses how preschool teachers, who include a scientific content in their practice, describe their practice and their view of science in preschool. The study is based on 20 interviews in 9 Swedish preschools. The theoretical and analytical framework combine “communities of practice”(Lave & Wenger) and “positioning theory” (Harré & Langehove). The stories reveal a strong position for the pre-school curriculum and traditions. A prominent storyline is that Science in preschool is something different from science in school. This includes an anti-authoritarian view with a focus on ”the competent child”. The preschool teachers affirm fantasy, creativity and intuition as a part of science and they position science as easy to access. They also position themselves as pedagogues competent to manage science in preschool. One of the dilemmas is about letting children’s interests and initiatives drive the activities while educators curriculum-based goals have certain intentions to fulfill.
|
|
| 5. |
- Due, Karin, 1953-, et al.
(author)
-
Teachers’ conceptualisations of science teaching–obstacles and opportunities for pedagogical continuity across early childhood school forms
- 2023
-
In: International Journal of Early Years Education. - : Routledge. - 0966-9760 .- 1469-8463. ; 31:3, s. 790-805
-
Research review (peer-reviewed)abstract
- This study aims to contribute knowledge about obstacles and opportunities for pedagogical continuity in science across early childhood education. We use activity theory to analyse individual interviews and group meetings with teachers from preschool (age 1–5), preschool class (age 6) and grade 1–3 (age 7–9) in three Swedish school units. The teachers’ descriptions of their science teaching indicate both obstacles and opportunities for pedagogical continuity. For example, all teachers want to establish an interest in, and foster a caring attitude to nature, a similarity that facilitates continuity. However, some crucial differences indicate obstacles. There is a shift concerning ownership; from following children’s initiatives in preschool in bodily and play based experiences towards an emphasis on pre-planned content, verbal knowledge and written documentation in grade 1–3. Our findings also suggest that teachers lack knowledge about each other's teaching and curricula. Hence, the conditions for pedagogical continuity largely rest upon what children share in the science class. We argue that there is need for an in-depth exchange of experiences, regarding content, teaching methods and frame factors, between teachers from different school forms.
|
|
| 6. |
- Sundberg, Bodil, 1966-, et al.
(author)
-
Förskolans naturvetenskap i praktiken
- 2016. - 1
-
Book (pop. science, debate, etc.)abstract
- Enligt förskolans läroplan ska varje barn ges möjlighet att utveckla förståelse för naturvetenskap. Barnen ska stimuleras att aktivt undersöka sin omvärld och tänka själva kring naturvetenskap. De ska också ges möjlighet att dela sina tankar och uttrycka dem på ett kreativt sätt. Men hur gör man det i praktiken? Hur kan man som pedagog stötta ett barn så att det utvecklas i sin förmåga att ställa frågor och undersöka? Hur stöttar man barns reflektioner kring de erfarenheter de får via undersökande verksamhet? Och hur gör man det på ett sätt som stämmer med förskolans värdegrund och övriga uppdrag?I den här boken ger författarna en mängd konkreta och inspirerande exempel på hur några förskolor har valt att arbeta med naturvetenskap. Den forskning som boken bygger på visar att pedagogernas förhållningssätt till naturvetenskap, snarare än valet av innehåll, är avgörande för om barnen verkligen erbjuds en möjlighet att utveckla förståelse för naturvetenskap. Bokens exempel utgår därför från olika förhållningssätt som man kan ha i samband med naturvetenskapliga aktiviteter. Till varje kapitel hör en eller flera faktarutor där det naturvetenskapliga innehållet förklaras och knyts till generella bärande idéer inom naturvetenskapen.Boken spänner över stora delar av det naturvetenskapliga fältet, och visar att det finns många olika sätt att låta barn möta naturvetenskap på. Exemplen i boken vidgar gränserna för hur man kan arbeta med naturvetenskap i förskolan och öppnar för möjligheter till många lustfyllda, engagerande och lärande stunder med barnen.
|
|
| 7. |
- Sundberg, Bodil, 1966-, et al.
(author)
-
Opportunities for and obstacles to science in preschools : views from a community perspective
- 2018
-
In: International Journal of Science Education. - : Routledge. - 0950-0693 .- 1464-5289. ; 40:17, s. 2061-2077
-
Journal article (peer-reviewed)abstract
- In this study, Activity Theory (AT) is used to analyse general patterns for how cultural and historical factors interact with the shaping of science activities in preschools. Data was produced from field notes, video observations, video stimulated recall group discussions and individual interviews with preschool teachers at fourteen preschool units, where science activities were described as a common feature of the practice. Two factors were found to be particularly important for how and whether science learning opportunities were afforded the children: the structure of the preschool community and the type of educational culture within it. In communities characterised by weak mutual commitment and without joint understanding of the purpose of the activities, the science learning objects of the activity often became fragmented and thereby elusive. This was also true for strong communities, with a shared approach and a joint understanding of the purpose of the science activities, but with educational cultures where science learning was not actively supported. In contrast, a strong community combined with an educational culture that allowed teachers to lead and intentionally frame the science content, offered child-centred science activities with clear science learning objects.
|
|
| 8. |
- Sundberg, Bodil, 1966-, et al.
(author)
-
Opportunities for Education for Sustainability through multidimensional preschool science
- 2019
-
In: NorDiNa. - : UiO: University Library. - 1504-4556 .- 1894-1257. ; 15:4, s. 358-369
-
Journal article (peer-reviewed)abstract
- In this article, we exemplify and discuss how preschool science education may contribute to Education for Sustainability (EfS). We draw on data from science activities in fourteen Swedish preschools, in which we have previously identified examples of ‘multidimensional science teaching’, hence, teaching that intertwines children’s science learning with multiple dimensions of children’s lives, such as emotions, fantasy, play and aesthetic modes of expressions. By re-analysing these activities through an EfS lense, we show several examples of how multidimensional science teaching provide opportunities for children to develop agency and empowerment as well as connectedness with the environment, and some examples of creative problem solving. Yet, we advocate that teachers’ active participation is crucial for realising multidimensional science teaching in a way that contributes to EfS.
|
|
| 9. |
- Sundberg, Bodil, 1966-, et al.
(author)
-
Science in Preschool : a foundation for education for sustainability? A view from Swedish preschool teacher education
- 2014
-
In: Research in Early Childhood Education for Sustainability. - oxon : Routledge. - 9780415854481 - 9780415854498 - 9781315767499 ; , s. 280-293
-
Book chapter (other academic/artistic)abstract
- In this chapter we elaborate on how science encounters can be used within education for sustainability (EfS) in preschool practice as a means of empowering children to engage with sustainability. We acknowledge recent research arguing for a rethink of what science teaching in preschool can be. Such rethinking involves a shift from viewing science in preschool as mainly nature experiences towards introducing young children to science inquiry. By doing so, the interplay between knowledge, values and the ways in which humans build and make use of new knowledge can become visible thus, laying a foundation for EfS. Implementation of science inquiry processes in preschools would, however, necessitate changes in preschool teachers’ personal and professional views of science, nature and pedagogy. In our research we have explored how competence in inquiry-based teaching may, or may not, develop during pre-service preschool teacher education. We have also observed how competence can develop, but still not be realized in practice due to culturally and historically grounded attitudes and notions about science and about teaching. Drawing on these findings, we initiate discussion about how pre-service and in-service teacher education can support a broader view of teaching and science to fit the ‘community of practice’ of preschools and hence make a contribution to EfS. Our suggestions highlight the need for pre-service and in-service education to explore the historical/cultural contexts of preschool practices and teachers’ roles in raising children’s awareness of their own scientific observations and science learning processes. We also stress the need for stronger co-operation between teacher educators and teachers in practicum settings to ensure that pre-service students experience preschool environments where they have opportunities to challenge norms and practice inquiry teaching skills that are foundational for EfS.
|
|
| 10. |
- Sundberg, Bodil, 1966-, et al.
(author)
-
TEACHING ABOUT WATER IN PRESCHOOL, PRESCHOOL-CLASS, AND PRIMARY SCHOOL : STEPPING STONES TOWARDS SCIENCE LITERACY OR MORE OF THE SAME?
- 2021
-
In: NFSUN 2021: Science Education in the light of Global Sustainable Development – Trends and possibilities.
-
Conference paper (peer-reviewed)abstract
- Water is a substance commonly used in early childhood (EC) science education, both as a content to learn about, and as a medium for exploring chemical and physical processes. In this presentation, we will compare how educators across different EC school forms shape science activities focusing on water. The aim is to contribute knowledge about science teaching continuity across EC school forms. Activity Theory was used to describe and analyse how science teaching was shaped, and to compare what was afforded to the children in the different school forms. Data was collected through individual interviews with teachers and observations of classroom activities focusing on water. Many similarities were found in how science was dealt with across the EC school forms, but gradual shifts in how the subject was communicated and from exploring and ‘doing’ towards an emphasis on facts, processes and inquiry resulted in an overall picture of science teaching continuity, rather than ‘more of the same’. Our results also revealed a rather sharp shift between preschool and school in how teachers make way for children’s own questions and agency during science activities, demonstrating how different curricula may give different possibilities for science based on children’s interests.
|
|
