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| 2. |
- 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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| 3. |
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Ebook proceedings of the ESERA 2013 conference : science education research for evidence-based teaching and coherence in learning
- 2014
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Proceedings (redaktörskap) (refereegranskat)abstract
- The goal of this electronic book is to publish improved versions of the proposals presented (after peer evaluation) at the ESERA 2013 conference. These updated versions of the papers take into account the discussion which took place during the presentation as well as the feedback received from the reviewers. A total of 960 submissions were received for the conference out of which 339 papers are included in the e-book, following the two rounds of review.On the whole, the e-book presents a comprehensive overview of ongoing studies in Science Education Research in Europe. It represents the current interests and areas under emphasis in the ESERA community at the end of 2013.The e-book contains sixteen parts corresponding to the 16 strands of the ESERA 2013 conference. Each part is co-edited by two or three persons, most of whom were strand chairs. The three formats of presentation made during the conference are published in this e-book. The length for a single oral presentation or poster is between 6 and 12 pages. For the symposium there are two possibilities: The whole symposium can be presented as a single paper of 6-12 pages or each contribution can be considered as a single oral presentation (6-12 pages).All papers in this e-book correspond to communications submitted and accepted for the ESERA 2013 conference that were reviewed by two or three referees, prior to presentation in September 2013. Moreover the co- editors carried out a global reviewing of the updated versions of the papers, which were all submitted after the conference. ESERA or the editors and co-editors do not necessarily endorse or share the ideas and views presented in or implied by the articles included in this book.
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| 4. |
- 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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| 5. |
- Fridberg, Marie, 1972-, et al.
(författare)
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Spanish and Swedish teachers’ perspective of teaching STEM scaffolded by robotics in preschool : results from the botSTEM project
- 2021
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Ingår i: International journal of technology and design education. - 0957-7572 .- 1573-1804.
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Tidskriftsartikel (refereegranskat)abstract
- This article describes outcomes from the Erasmus+ project botSTEM, involving a theoretical framework for Science, Technology, Engineering & Technology (STEM) and robotics and teaching activities for preschool teachers and teachers educating children four-eight years old. Spanish and Swedish preschool teachers’ self-efficacy and views of teaching STEM and robotics are presented, using a mixed methodology based on a questionnaire and focus group interviews. The three-year long project has improved the preschool teachers’ self-efficacy in STEM and robotics teaching, as described in a questionnaire answered by the preschool teachers after the project. Possibilities in STEM and robotics teaching experienced by them include an increase in children’s agency, knowledge and interest, and the obstacles are mainly structural or technical. Robotics teaching also supports children with special needs when interacting with peers. The results from the botSTEM project point to the benefit of supported long-term professional development for STEM and robotics teaching in preschools.
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| 6. |
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| 7. |
- Fridberg, Marie, 1972-, et al.
(författare)
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Teachers’ and children’s use of words during early childhood STEM teaching supported by robotics
- 2021
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Ingår i: International Journal of Early Years Education. - 0966-9760 .- 1469-8463. ; , s. 1-16
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Tidskriftsartikel (refereegranskat)abstract
- With science and digitalisation emphasised further in the new Swedish preschool curriculum, there is a need to clarify teachers’ role in educating children in and about these areas. With research pointing out the importance of a conscious language use in STEM teaching, we here focus on words used by teachers and children during inquiry-based STEM activities in five different preschools. Bers’ powerful ideas about early childhood computational thinking (Bers 2018. Coding as a Playground. New York: Routledge.) were used for analysis and results highlight how digital programming and use of robots can promote a more versatile use of robotic words, compared to analogue, ‘unplugged’, programming without robots. Furthermore, it is also found that use of precise decontextualised language by the teacher seems to stimulate children’s use of words related to STEM and the object of learning. The findings add to the discussion about how teachers can scaffold children’s learning by inquiry teaching of STEM supported by robotics.
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| 8. |
- Fridberg, Marie, et al.
(författare)
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Teaching chemistry and physics in preschool : a matter of establishing intersubjectivity
- 2019
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Ingår i: International Journal of Science Education. - 0950-0693 .- 1464-5289. ; 41:17, s. 2542-2556
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Tidskriftsartikel (refereegranskat)abstract
- This paper describes analysis of teaching instances that are part of an in-service preschool teachers programme about chemistry and physics in preschool. The aim is to develop knowledge about the communication established between teacher and children in relation to an object of learning, specifically the role of intersubjective communication in relation to an object of learning. A set of science activities with a specified object of learning was developed in groups of teachers and researchers. A qualitative analysis of the communication in relation to the chosen object of learning was performed. The focus of the analysis was excerpts representing differences in intersubjectivity related to the object of learning and what can be said to characterise the communication between teachers and children in these situations. The results show that intersubjectivity can occur in different ways with different consequences for children’s opportunities to experience the intended object of learning. In connection to this, the importance of teachers having a mutual simultaneity in the communication with children about a specific content is highlighted. The teachers have to create links between the child’s perspective and the object of learning. Intermediary objects of learning are discussed as supporting elements in the conquest of new knowledge.
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| 9. |
- 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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| 10. |
- Fridberg, Marie, et al.
(författare)
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The role of science in Swedish pre-schools : children’s collaborative learning scaffolded by iPads
- 2014
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Konferensbidrag (refereegranskat)abstract
- To extend current understanding of how emerging technologies, i.e. iPads, can be used in pre-schools to support collaborative learning of real-life science phenomena. Research on the potential of web-based technologies to support collaborative inquiry-based science learning in schools (Redfors et al. 2013) is continued by investigating the role of stop-motion animations (Fleer, 2013, Hoban, 2007) in developing children’s understanding of science phenomena, by synthesising the two domains defined by Eshach (2006) for kids’ science learning, content and investigations. The theoretical framework is primarily based on phenomenography focusing on developmental pedagogy (Marton & Booth, 1997, Pramling Samuelsson & Asplund Carlsson, 2008). Design-based research (Barab & Squire, 2004) is used to bridge the worlds of academia and theory with the realities, complexities, and constraints of educational practice, and foster viable practices. A mixed-methods approach, including video and qualitative and quantitative data measures is used. The research adheres to the ethical guidelines of the Swedish Research Council. All participants and children’s caregivers are informed and agree to voluntary and anonymous participation with a right to abandon participation. In this paper we report on the first phase of the project where videos of children’s work with constructing and discussing time-lapse and stop motion sequences of science phenomena have been analysed within our theoretical framework. Stop-motion animations (Fleer 2013) help children, teachers and students to more consciously consider concepts. We see a great potential in work where teachers, students and researchers jointly develop, enact and evaluate learning processes supported by ubiquitous technologies in pre-school.
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