| 1. |
- Cronquist, Björn, 1956-, et al.
(author)
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Robotar utvecklar lärandet
- 2018
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In: Förskoletidningen. - 1402-7135. ; 43:6, s. 26-26
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Journal article (pop. science, debate, etc.)
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| 2. |
- Cronquist, Björn, et al.
(author)
-
Robotar utvecklar lärandet
- 2018
-
In: Förskoletidningen. - 1402-7135. ; 43:6, s. 26-26
-
Journal article (other academic/artistic)
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| 3. |
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| 4. |
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| 5. |
- Fridberg, Marie, et al.
(author)
-
Preschool children's collaborative science learning scaffolded by tablets
- 2017
-
In: Research in science education. - 0157-244X .- 1573-1898. ; 48:5, s. 1007-1026
-
Journal article (peer-reviewed)abstract
- This paper reports on a project aiming to extend the current understanding of how emerging technologies, i.e. tablets, can be used in preschools to support collaborative learning of real-life science phenomena. The potential of tablets to support collaborative inquiry-based science learning and reflective thinking in preschool is investigated through the analysis of teacher-led activities on science, including children making timelapse photography and Slowmation movies. A qualitative analysis of verbal communication during different learning contexts gives rise to a number of categories that distinguish and identify different themes of the discussion. In this study, groups of children work with phase changes of water. We report enhanced and focused reasoning about this science phenomenon in situations where timelapse movies are used to stimulate recall. Furthermore, we show that children communicate in a more advanced manner about the phenomenon, and they focus more readily on problem solving when active in experimentation or Slowmation producing contexts.
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| 6. |
- Fridberg, Marie, et al.
(author)
-
Preschool children's collaborative science learning scaffolded by tablets
- 2018
-
In: Research in Science Education. - : Springer Netherlands. - 0157-244X .- 1573-1898. ; 48:5, s. 1007-1026
-
Journal article (peer-reviewed)abstract
- This paper reports on a project aiming to extend the current understanding of how emerging technologies, i.e. tablets, can be used in preschools to support collaborative learning of real-life science phenomena. The potential of tablets to support collaborative inquiry-based science learning and reflective thinking in preschool is investigated through the analysis of teacher-led activities on science, including children making timelapse photography and Slowmation movies. A qualitative analysis of verbal communication during different learning contexts gives rise to a number of categories that distinguish and identify different themes of the discussion. In this study, groups of children work with phase changes of water. We report enhanced and focused reasoning about this science phenomenon in situations where timelapse movies are used to stimulate recall. Furthermore, we show that children communicate in a more advanced manner about the phenomenon, and they focus more readily on problem solving when active in experimentation or Slowmation producing contexts.
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| 7. |
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| 8. |
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| 9. |
- Fridberg, Marie, et al.
(author)
-
Teaching chemistry and physics in preschool : a matter of establishing intersubjectivity
- 2019
-
In: International Journal of Science Education. - 0950-0693 .- 1464-5289. ; 41:17, s. 2542-2556
-
Journal article (peer-reviewed)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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| 10. |
- Fridberg, Marie, et al.
(author)
-
Teaching chemistry and physics in preschool : a matter of establishing intersubjectivity
- 2019
-
In: International Journal of Science Education. - : Taylor and Francis Ltd.. - 0950-0693 .- 1464-5289. ; 41:17, s. 2542-2556
-
Journal article (peer-reviewed)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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