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Teaching for Emerge...
Teaching for Emergent Disciplinary Drawing in Science? Comparing Teachers' and Children's Ways of Representing Science Content in Early Childhood Classrooms
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- Areljung, Sofie, 1983- (författare)
- Umeå universitet,Institutionen för tillämpad utbildningsvetenskap,RECEUM; UmSER,Department of Applied Educational Science, Umeå University, Umeå, Sweden
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- Skoog, Marianne, 1955- (författare)
- Örebro universitet,Institutionen för humaniora, utbildnings- och samhällsvetenskap,School of Humanities, Education and Social Sciences, Örebro University, Örebro, Sweden,Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap
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- Sundberg, Bodil, 1966- (författare)
- Örebro universitet,Institutionen för naturvetenskap och teknik,School of Science and Technology, Örebro University, Örebro, Sweden,Örebro universitet, Institutionen för naturvetenskap och teknik
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(creator_code:org_t)
- 2021-12-10
- 2022
- Engelska.
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Ingår i: Research in science education. - : Springer. - 0157-244X .- 1573-1898. ; 52:3, s. 909-926
- Relaterad länk:
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https://doi.org/10.1...
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https://umu.diva-por... (primary) (Raw object)
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https://urn.kb.se/re...
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https://doi.org/10.1...
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https://urn.kb.se/re...
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Abstract
Ämnesord
Stäng
- This classroom-based study aims to contribute knowledge about children's opportunities to make use of drawing to make meaning in science. Employing a social semiotic approach to drawing, we examine what ways of representing science content that are (1) made available by the teacher and (2) adopted in children's drawings. We analysed observation data from 11 science lessons in early childhood classrooms (children aged 3 to 8 years), including the drawings that children made during those lessons (129 drawings in total). Our findings suggest that the semiotic resources that teachers provide have a large impact on how children represent science content in their drawings. Moreover, we interpret that teachers strive to support children's 'emergent disciplinary drawing' in science, since they predominantly provided semiotic resources where the science content was generalised and decontextualised. Finally, we propose that 'emergent disciplinary drawing' is incorporated as an element of science pedagogy in ECE practice and ECE teacher education.
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Didaktik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Didactics (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogiskt arbete (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogical Work (hsv//eng)
Nyckelord
- Social semiotic theory
- Disciplinary literacy
- Visual representations
- Science education
- Early childhood education
- pedagogiskt arbete
Publikations- och innehållstyp
- ref (ämneskategori)
- art (ämneskategori)
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