| 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
(författare)
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"Kan man tvätta vatten?"
- 2021
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Ingår i: Att arbeta med hållbar utveckling i förskolan. - : Gleerup. ; 1:1, s. 13-16
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 3. |
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| 4. |
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| 5. |
- Dessborn, Lisa, et al.
(författare)
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Att upptäcka naturvetenskap : i förskolan
- 2021
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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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| 6. |
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| 7. |
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Early childhood education for sustainable development in the Nordic national curricula : Status and content
- 2024
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Ingår i: Environmental Education Research. - : Carfax Publishing Ltd.. - 1469-5871.
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Tidskriftsartikel (refereegranskat)abstract
- This study explores how early childhood education for sustainability (ECEfS) is directly framed in the Nordic curriculum. The study’s theoretical background builds on theories and research viewing ECEfS as a comprehensive approach which integrates the three pillars of sustainability. To explore the status of ECEfS, Nordic curricula were analysed using qualitative content analysis, specifically examining sustainability concepts and the contexts of these concepts in relation to the sustainability pillars. The findings reveal that sustainability education is included in the Nordic national curricula for early childhood education and care (ECEC), but the emphasis varies: ecological and economic sustainability were prioritised over sociocultural sustainability, which is scarcely addressed in some curricula. Incorporating the concept of sustainability into national curricula could encourage teachers to recognise its comprehensive value beyond nature conservation. Additional research is needed to guide the implementation of ECEfS as well as teachers’ understanding of policy documents.
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| 8. |
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| 9. |
- Fridberg, Marie, et al.
(författare)
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Children’s collaborative learning of evaporation scaffolded by iPads
- 2015
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)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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| 10. |
- Fridberg, Marie, 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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