| 51. |
- Sundberg, Bodil, 1966-, et al.
(författare)
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Förskolans naturvetenskap i praktiken
- 2016. - 1
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Bok (populärvet., debatt m.m.)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.
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| 52. |
- Sundberg, Bodil, 1966-, et al.
(författare)
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Opportunities for and obstacles to science in preschools : views from a community perspective
- 2018
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Ingår i: International Journal of Science Education. - : Routledge. - 0950-0693 .- 1464-5289. ; 40:17, s. 2061-2077
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Tidskriftsartikel (refereegranskat)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.
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| 53. |
- Sundberg, Bodil, 1966-, et al.
(författare)
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Opportunities for Education for Sustainability through multidimensional preschool science
- 2019
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Ingår i: NorDiNa. - : UiO: University Library. - 1504-4556 .- 1894-1257. ; 15:4, s. 358-369
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Tidskriftsartikel (refereegranskat)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.
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| 54. |
- Sundberg, Bodil, 1966-, et al.
(författare)
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Science in Preschool : a foundation for education for sustainability? A view from Swedish preschool teacher education
- 2014
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Ingår i: Research in Early Childhood Education for Sustainability. - oxon : Routledge. - 9780415854481 - 9780415854498 - 9781315767499 ; , s. 280-293
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Bokkapitel (övrigt vetenskapligt/konstnärligt)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.
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| 55. |
- Sundberg, Bodil, 1966-, et al.
(författare)
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TEACHING ABOUT WATER IN PRESCHOOL, PRESCHOOL-CLASS, AND PRIMARY SCHOOL : STEPPING STONES TOWARDS SCIENCE LITERACY OR MORE OF THE SAME?
- 2021
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Ingår i: NFSUN 2021: Science Education in the light of Global Sustainable Development – Trends and possibilities.
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Konferensbidrag (refereegranskat)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.
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| 56. |
- Sundberg, Bodil, 1966-, et al.
(författare)
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The conflict within the role : a longitudinal study of preschool student teachers' developing competence in and attitudes towards science teaching in relation to developing a professional role
- 2013
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Ingår i: Journal of Early Childhood Teacher Education. - London : Informa UK Limited. - 1090-1027 .- 1745-5642. ; 34:1, s. 80-94
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this exploratory, longitudinal study was to describe an overall picture ofhow perceptions of the teacher role and attitudes toward science and science teachingdevelop and interact during preschool teacher education, and how this in turn influencesbehavior when students are engaged in teaching science. Sixty-five students enrolled in apreschool teacher education program at a Swedish university were followed throughouttheir teacher education. The study used a phenomenographic approach within a theoreticalframework of sociocultural and situated learning perspective. Questionnaires withopen and closed questions were combined with interviews. The results show that in spiteof growing competence and confidence, many of the students still found science activitiesto be awkward in preschool, mainly due to a wish to protect the children from schoolculture. The results have implications for teacher education and the preschool community,showing a need to problematize the purpose of teaching science in preschool andthe meaning of pedagogical content knowledge in this context.
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| 57. |
- Sundberg, Bodil, 1966-, et al.
(författare)
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The Development of Pre-school Student Teachers´ Attitudes Towards Science and Science Teaching During Their University Studies
- 2010
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Ingår i: Contemporary science education research. - Istanbul : Ankara Pegem Akademi. - 9786053640325 ; , s. 157-166, s. 157-166
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Konferensbidrag (refereegranskat)abstract
- Considerable concern has been raised in Sweden about decreasing interest in science among young people. One key to improving attitudes towards science is an early positive contact with science. Numerous studies have however shown that elementary and pre-school teacher generally have negative attitudes towards science and science teaching, as well as poor science content knowledge. As a consequence, science teaching in pre-schools often is fragmented. A pre-school teacher education that prepares student teachers for teaching science with confidence has therefore been put forward as a way of increasing quality science teaching in pre-schools. In this longitudinal study, attitudes towards science and science teaching of students enrolled in a science and art oriented pre-school teacher programme were followed during their first years of university studies.The results show that the socialization process into the scientific discourse takes time, and that one full year of exposure to activities with scientific content was needed for skeptical attitudes towards science to change. The results also indicate that dominant attitudes, norms and behaviors of the pre-school professional culture may clash with developing science teaching skills. Pre-school teacher education therefore also needs to communicate about these contradicting cultures.
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| 58. |
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| 59. |
- Sundberg, Bodil, 1966-, et al.
(författare)
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Understanding preschool emergent science in a cultural historical context through Activity Theory
- 2016
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Ingår i: European Early Childhood Education Research Journal. - : Taylor & Francis. - 1350-293X .- 1752-1807. ; 24:4, s. 567-580
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to explore how cultural factors interact with preschool teachers’ shaping of activities with science content, and also how Activity Theory (AT) as a theoretical framework can be useful for examining interrelations within preschool systems. Qualitative data was collected from three preschools in the form of guided group discussions with preschool teachers, observations and video recordings of activities, and stimulated recall discussions based on the recorded practices. The preschools displayed diverse approaches for experiencing and learning science, some with great creativity. In all preschools learning was integrated with care, upbringing and play. To support children’s interest and confidence was central. How science activities were shaped mainly depended on how children’s interests were allowed to govern practice. The use of AT as an analytical tool was proven to be effective in identifying the elements, relationships and tensions crucial for understanding the framing of science activities.
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| 60. |
- Sundberg, Bodil, 1966-, et al.
(författare)
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What are the voices of becoming practitioners telling us about science in pre-school? : Pre-school student teachers´ attitudes towards science and science teaching - a longitudinal study.
- 2010
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Ingår i: 20th EECERA ANNUAL CONFERENCE. KNOWLEDGE AND VOICE IN EARLY CHILDHOOD. ; , s. 216-216
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Konferensbidrag (refereegranskat)abstract
- The aim of this study is to investigate the relationship between the developing professional identity and attitudes towards science teaching among student pre-school teachers. We see professional identity as a dynamic equilibrium between the professional self-image and the variety of roles (pre-school) teachers feel they have to play. Accordingly, professional identity can change over time through relevant others, events and experiences. In this longitudinal study, 65 students enrolled in an art and science dominated teacher programme have been followed since the start in august 2008. Results are presented from 4 consecutive questionnaires and an individual interview of 8 students. The results show that sceptical attitudes towards science decreased significantly after one year of science studies. On the contrary hesitance towards holding structured scientific activities persisted throughout the year. Results from the individual interviews confirm these findings. Here, the descriptions of perceived relevant roles of their profession are dominated by themes of caring and supporting, not teaching. The reluctance towards science teaching in early years thus appear to be more connected to student teachers’ view of the professional preschool teacher role, where structured teaching not is a pronounced part, than to negative attitudes towards science itself. These findings thereby contradict the general idea that the ambiguity about teaching science in pre-school among student teachers is connected to negative attitudes toward science as a subject. This new perspective suggests a need to integrate a discussion of the pre-school teacher role and professional identity into science courses for becoming pre-school teachers.
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