| 1. |
- Thulin, Susanne, et al.
(författare)
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Avslutande reflektioner
- 2021
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Ingår i: Att arbeta med hållbar utveckling i förskolan. - : Gleerup. ; 1:1, s. 145-152
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Fridberg, Marie, 1972-, et al.
(författare)
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The role of intermediary objects of learning in early years chemistry and physics
- 2020
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Ingår i: Early Childhood Education Journal. - 1082-3301 .- 1573-1707. ; 48:5, s. 585-595
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Tidskriftsartikel (refereegranskat)abstract
- The overall aim of the present study is to study model-based teaching and collaborative inquiry learning of chemical processes and physical phenomena in preschool, with a specific focus on the verbal communication established between teachers and children (4-5 years old). According to variation theory, learning is always directed at a specific content, called the object of learning. This study aims at highlighting what ‘threatens’ the teacher’s and preschool children’s intersubjectivity during the teaching of chemistry and physics content, and at discussing possible ways to continue the teaching of an object of learning, once sufficient intersubjectivity in a teaching/learning situation has been lost. The result shows the need for the teacher to divide and split a larger object of learning, such as e.g. water purification, into smaller learning steps ‘on the way’ in order to hinder breaks in intersubjectivity that otherwise may arise. We introduce the notion of ‘overarching object of learning’ and ‘intermediary object of learning’, and the intermediary objects of learning identified in this study are categorized as belonging to three different themes: the role of words, the role of theoretical models and science concepts and the role of analogies and abstractions. The teacher’s awareness of intermediary objects of learning as critical aspects for children’s individual learning is crucial for the teaching of everyday science in a preschool setting.
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| 3. |
- Cronquist, Björn, 1956-, et al.
(författare)
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Robotar utvecklar lärandet
- 2018
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Ingår i: Förskoletidningen. - 1402-7135. ; 43:6, s. 26-26
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 4. |
- Cronquist, Björn, 1956-, et al.
(författare)
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Robotics and early-years stem education : botSTEM framework, toolkit, and implemented activities in Sweden
- 2019
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Konferensbidrag (refereegranskat)abstract
- botSTEM is an ERASMUS+ project aiming to raise the utilisation of inquiry-based collaborative learning and robots-enhanced education. The project outputs are specifically aimed to provide in- and pre-service teachers in Childhood and Primary Education and children aged between 4 and 8, with research-based materials and best practices that use integrated Science Technology Engineering Mathematics (STEM) and robot-based approaches, including code-learning, for enhancing scientific literacy in young children. Initial results from the project in terms of a collection of good educational practices summarized in a freely downloadable Toolkit and results from a qualitative analysis of implemented activities during science teaching in Swedish preschools are presented here. The preliminary analysis of the implementations indicate that robots function as motivation factors in young children’s inquiry of science and engineering design technology, in both teacher and children initiated learning situations.
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| 5. |
- Cronquist, Björn, 1956-, et al.
(författare)
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Robotics and early-years stem education – the botSTEM project
- 2021
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- botSTEM is an ERASMUS+ project aiming to raise the utilisation of inquiry-based collaborative learning and robot-enhanced education. The project outputs are specifically aimed to provide in- and pre-service teachers in Childhood and Primary Education, and children aged between 4 and 8, with research-based materials and practices that use integrated Science Technology Engineering Mathematics (STEM) and robot-based approaches, including code-learning, for enhancing scientific literacy in young children. This presentation presents initial results in terms of a collection of tested educational practices summarized in a freely downloadable Toolkit, and results from a qualitative analysis of implemented activities in Swedish preschools. The preliminary analysis of the implementations indicates that robots function as motivation factors in young children’s inquiry of science and engineering design technology, in both teacher and children initiated learning situations.. Also, when compared, digital programming with a use of robots promotes discussions among teachers and children that involve more versatile robotic words then un-plugged programming does.
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| 6. |
- Dessborn, Lisa, 1976-, et al.
(författare)
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Att upptäcka naturvetenskap : i förskolan
- 2021. - 1
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Den här boken täcker tio övergripande naturvetenskapliga teman inom ämnena kemi, fysik, ekologi, mikrobiologi, geovetenskap och teknik. Innehållet har oftast sin utgångspunkt i vardagsfenomen som barnen själva uppmärksammar. I varje kapitel får man följa barns upplevelser av, frågor om och förståelser för olika naturvetenskapliga fenomen. Genom undersökningar och aktiviteter som är beskrivna i boken utvecklar barnen sina resonemang och får ökade insikter och ett vidgat perspektiv. Boken innehåller inte bara barnens kommentarer utan en dialog mellan barn och pedagog. Genom produktiva frågor och resonemang kopplade till aktiviteter hjälper pedagogen barnen att utveckla en ökad förståelse för naturvetenskap. Dialogen innehåller också lärarens barnanpassade förklaringar för att illustrera hur man på ett enkelt sätt kan göra avancerade naturvetenskapliga fenomen begripliga för barn.
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| 7. |
- Fridberg, Marie, et al.
(författare)
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Children’s collaborative learning of evaporation scaffolded by iPads
- 2015
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Konferensbidrag (refereegranskat)abstract
- This paper reports on a project aiming to extend the current understanding of how emerging technologies, i.e. iPads, can be used in pre-schools to support collaborative learning of real-life science phenomena. The importance of this is associated with the “west world” problem of current educational systems to respond to the needs of modern youth. Educational systems are currently in need of reform (Fullan, 2007, Thulin, 2011; Tytler, 2007). Research on the potential of web-based technologies to support collaborative inquiry-based science learning in schools, with a special interest in inquiry-based science learning is here continued by investigating the role of time-lapse and stop-motion animations in developing children’s understanding of science phenomena. We report on a study of groups of children working with evaporation. A video-based qualitative analysis of the communication in the pre-school groups has given rise to a number of categories used to distinguish and identify variations of children’s expressed experiences in discussions during group work in different contexts. An enhanced and focused reasoning about the natural science phenomenon in group discussions where the iPad is involved and used for stimulated recall is reported. Furthermore, it is shown that children communicate extensively about practical issues and problem solving, in stop-motion producing contexts, but less about the science phenomenon. However, when the children participate in real-time experimentation, the communication focuses more around the phenomenon itself and less about practical issues. Hence, again establishing the importance of real-time experimentation for children’s science learning. The analysis of the empirical data from the first phase of the project is on going and will be completed during the first months of 2015. The final results will be presented at the conference.
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| 8. |
- Fridberg, Marie, 1972-, et al.
(författare)
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Digitalization in early years chemistry and physics
- 2021
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper describes an analysis of teaching instances that were part of an in-service preschool teachers programme. The overall aim of the project was – together with teachers – to study model-based teaching and collaborative inquiry learning of chemical processes and physical phenomena in preschool, in relation to an object of learning. Central was the teaching of science in preschool, with particular focus on use of digital tools and the verbal communication as well as obstacles ‘threatening’ the intersubjectivity between teachers and children during learning situations in preschool. Our results show the need for the teacher to address what we call ‘intermediary objects of learning’ and the role of chosen wording andabstract models are emphasised. In addition, the paper highlights different communication categories used by teachers and children during science activities. How the communication varies with e.g. children’s age during teaching will be discussed at the conference.
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| 9. |
- Fridberg, Marie, et al.
(författare)
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Naturvetenskap och datorplattor – i barnens regi
- 2016
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Ingår i: Naturvetenskap i ett förskoleperspektiv. - Malmö : Gleerups Utbildning AB. - 9789140694669 ; , s. 105-124
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 10. |
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