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- Cronquist, Björn, 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 (övrigt vetenskapligt/konstnärligt)
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| 4. |
- 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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| 7. |
- Fridberg, Marie, et al.
(författare)
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Preschool children's collaborative science learning scaffolded by tablets
- 2018
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Ingår i: Research in Science Education. - : Springer Netherlands. - 0157-244X .- 1573-1898. ; 48:5, s. 1007-1026
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Tidskriftsartikel (refereegranskat)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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| 8. |
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| 9. |
- Fridberg, Marie, et al.
(författare)
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Science in early childhood education : children and tablets
- 2016
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Research aims To extend current understanding of how emerging technologies, i.e tablets, can be used in pre-schools to support collaborative learning of real-life science phenomena. Relationship to previous research works We continue our study of the potential of tablets as scaffolds in collaborative inquiry-based science learning in preschools. We investigate the role of Timelapse photography and Slowmation production in scaffolding communication and learning during work with light and shadow. The teaching attempts to synthesise the two domains defined by Eshach (2006) for children´s science learning: content and investigations. Theoretical and conceptual framework The theoretical framework is primarily based on phenomenography focusing on developmental pedagogy. (Marton & Booth, 1997, Pramling Samuelsson & Asplund Carlsson, 2008). Paradigm, methodology and methods Design-based research (Barab & Squire, 2004) is used to bridge the worlds of academia with the realities of educational practice, to foster viable practices. A mixed-methods approach, including video and qualitative and quantitative data measures is used. Ethical Considerations The research will adhere 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. Main finding or discussion In this paper we report on an on-going project where children investigate light and shadow by constructing, discussing, formulating and using explanatory models during work with time-lapse and Slowmations. (Fridberg et al. 2016). Implications, practice or policy The potential of teachers, students and researchers jointly developing, enacting and evaluating learning processes supported by ubiquitous technologies in pre-school will be discussed. Slowmation production focus explanatory models of science experiences and elicits critical aspects of the learning object.
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| 10. |
- Fridberg, Marie, et al.
(författare)
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Undervisning och lärande i förskolan om kemi- och fysikrelaterade vardagsfenomen
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Genom ett flerårigt projekt studeras modellbaserad undervisning och lärande i förskolor av kemiska reaktioner och fysikaliska fenomen relaterat till hållbarhet i samhällsfrågor. Forskare arbetar tillsammans med ledning och personal vid förskolor i ett skolområde. Undervisning och lärandeprocesser med och utan stöd av modern informationsteknik implementeras och analyseras. Projektet syftar till att utveckla en teoretisk ram för analys av olika erfarenheter under kemi- och fysikundervisning i förskolan med fokus på lärarens förhållningssätt och barns agerande. I samverkan utvecklas nuvarande kunskap om hur ny digital teknik kan användas för att stödja samarbete och lärande om kemiska processer och fysikaliska fenomen relaterade till barns vardag och dagens samhälle.
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