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| 2. |
- Beery, Thomas, et al.
(författare)
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Broadening the foundation for the study of childhood connectedness to nature
- 2023
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Ingår i: Frontiers in Environmental Science. - : Frontiers Media S.A.. - 2296-665X. ; 11, s. 1-13
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Tidskriftsartikel (refereegranskat)abstract
- The spatial aspect of access to nature experience is considered a key factor for studying school-age educare and connectedness to nature. While the standard approach for questions of connectedness to nature is to study at the individual level using methods such as observations, psychometric scaling, and interviews, less common are spatial methods applied to structural or collective aspects of these questions; connectedness to nature study rarely considers the human relationship with nature across sociocultural/structural/institutional levels. Spatial analysis is presented as a step toward a broader consideration of connectedness to nature; careful consideration of connectedness to nature/disconnection must explore the forces beyond the individual shaping access and opportunity. Specifically, the study considers access through proximity to nature from school-age educare sites in the Swedish city of Malmö. Using spatial methodology, proximity to nature was measured at 67 school-aged educare sites. The results provide a complex picture of a range from high to low-quality access to nature for children at the sites. The results help highlight the importance of access via proximity while also opening the door to a mix of other sociocultural/structural/institutional factors to be considered in support of children’s access to nature experience.
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| 3. |
- Beery, Thomas, et al.
(författare)
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Connectedness to nature : a tale of three scales
- 2024
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Ingår i: Environmental Education Research. - : Carfax Publishing Ltd.. - 1350-4622. ; , s. 23
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Tidskriftsartikel (refereegranskat)abstract
- A substantial body of research highlights the value of nature experience in supporting children’s well-being and development. Given the growing interest in connectedness to nature (C2N), a better understanding of C2N measurement provides multiple opportunities, including consideration of the use of tools for research purposes and practitioner program measurement. The combination of interest in C2N and the potential for measuring the human relationship with nature provide the background for this exploratory study. The study’s goal was to highlight the appropriate use of C2N scales based on considerations of context and culture. Three different, albeit related, efforts to translate, adapt, and use C2N measurements with children in a Danish-Swedish context during 2021–2022 were examined using case study methodology. Synthesis of the case studies provides general lessons and specific insights researchers and practitioners have learned regarding scale development and the application of measurement tools for children. Process functionality, child well-being, and conceptual appropriateness are three outcomes of the analysis that guide using child-oriented C2N scales in a Nordic context. The results highlight promoting discussions about nature and children’s access to nature while guiding scale use. Based on the results, a checklist was created supporting a decision-making process for scale use.
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| 4. |
- Cronquist, Björn, et al.
(författare)
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Robotics and early-years stem education : the botSTEM project
- 2021
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Konferensbidrag (refereegranskat)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 ause of robots promotes discussions among teachers and children that involve more versatile robotic words then un-plugged programming does.
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| 5. |
- Cronquist, Björn, 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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| 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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| 9. |
- Fridberg, Marie, et al.
(författare)
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“But then I am the robot’s brain!” : Children’s and preschool teachers’ communication during STEM teaching scaffolded by digital tools
- 2023
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Ingår i: Science, Technology, Engineering, Arts, and Mathematics (STEAM) Education in the Early Years. - : Routledge, Taylor & Francis Group. ; :1, s. 108-119
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Bokkapitel (populärvet., debatt m.m.)abstract
- In focus of this chapter are two longitudinal research projects involving children’s and preschool teachers’ work with digital tools and STEM. The projects are grounded in social sustainable development, foremost through children’s creative learning of digital technology and science, viewed as a democratic right for children to develop knowledge about. Variation theory and developmental pedagogy were used as theoretical framework, guiding the analyses of video data. The chapter reports on how implemented teaching involving digital tools benefits children’s reflective talk about scientific explanatory models and how abstract representations in science may challenge children’s learning processes. Furthermore, the chapter describes and discusses how robotics and digital programming stimulate children’s creativity and preschool teachers’ talk related to computational thinking and STEM.
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