| 1. |
- Areljung, Sofie, 1983-, et al.
(författare)
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The role of children’s drawings in science teaching : A comparison across preschool, preschool class and early primary school
- 2018
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Konferensbidrag (refereegranskat)abstract
- Particularly since many children in early childhood education (ECE) (education for children from birth to 8 years) do not yet write, teachers and researchers tend to use children’s drawings to assess their developing science learning. Previous studies show that children’s choices on what to include in their drawings are affected by local cultures of what constitutes a good representation. However, there is a lack of studies that focus on the teacher perspective, in terms of why and how they include drawing activities in their science teaching. Further, there are currently no studies that compare the role of drawings in science teaching across ECE sectors. The study is part of a larger study which aims to to advance our understanding of how to bridge science teaching across ECE sectors (preschool, preschool class, early primary school). Here, our specific aim is to examine how educational cultures of different ECE sectors interact with teacher’s objectives for using children’s drawings in science activities. We use Activity Theory to analyse field data (notes, photos, videos) from science activities that include children’s drawings, as well as recordings from group discussions with teachers. First, we focus on the relation between the purpose of the activity, the tools used, the local educational culture, and the outcome of each activity. Second, we compare our results across ECE sectors. Our preliminary results indicate that the purpose of drawing activities vary across sectors. In preschool, children’s drawings may serve to tell stories, while in early primary school, drawings may serve as a part of observation practice or to display children’s understandings of science concepts. The results are discussed in relation to children’s transitions between educational cultures, and whether teachers should explicitly scaffold scientific drawing in ECE.
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| 2. |
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| 3. |
- Sundberg, Bodil, 1966-, et al.
(författare)
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TEACHING ABOUT WATER IN PRESCHOOL, PRESCHOOL-CLASS, AND PRIMARY SCHOOL : STEPPING STONES TOWARDS SCIENCE LITERACY OR MORE OF THE SAME?
- 2021
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Ingår i: NFSUN 2021: Science Education in the light of Global Sustainable Development – Trends and possibilities.
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Konferensbidrag (refereegranskat)abstract
- Water is a substance commonly used in early childhood (EC) science education, both as a content to learn about, and as a medium for exploring chemical and physical processes. In this presentation, we will compare how educators across different EC school forms shape science activities focusing on water. The aim is to contribute knowledge about science teaching continuity across EC school forms. Activity Theory was used to describe and analyse how science teaching was shaped, and to compare what was afforded to the children in the different school forms. Data was collected through individual interviews with teachers and observations of classroom activities focusing on water. Many similarities were found in how science was dealt with across the EC school forms, but gradual shifts in how the subject was communicated and from exploring and ‘doing’ towards an emphasis on facts, processes and inquiry resulted in an overall picture of science teaching continuity, rather than ‘more of the same’. Our results also revealed a rather sharp shift between preschool and school in how teachers make way for children’s own questions and agency during science activities, demonstrating how different curricula may give different possibilities for science based on children’s interests.
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| 4. |
- Sundberg, Bodil, 1966-, et al.
(författare)
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The Development of Pre-school Student Teachers´ Attitudes Towards Science and Science Teaching During Their University Studies
- 2010
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Ingår i: Contemporary science education research. - Istanbul : Ankara Pegem Akademi. - 9786053640325 ; , s. 157-166, s. 157-166
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Konferensbidrag (refereegranskat)abstract
- Considerable concern has been raised in Sweden about decreasing interest in science among young people. One key to improving attitudes towards science is an early positive contact with science. Numerous studies have however shown that elementary and pre-school teacher generally have negative attitudes towards science and science teaching, as well as poor science content knowledge. As a consequence, science teaching in pre-schools often is fragmented. A pre-school teacher education that prepares student teachers for teaching science with confidence has therefore been put forward as a way of increasing quality science teaching in pre-schools. In this longitudinal study, attitudes towards science and science teaching of students enrolled in a science and art oriented pre-school teacher programme were followed during their first years of university studies.The results show that the socialization process into the scientific discourse takes time, and that one full year of exposure to activities with scientific content was needed for skeptical attitudes towards science to change. The results also indicate that dominant attitudes, norms and behaviors of the pre-school professional culture may clash with developing science teaching skills. Pre-school teacher education therefore also needs to communicate about these contradicting cultures.
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| 5. |
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| 6. |
- Sundberg, Bodil, 1966-, et al.
(författare)
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What are the voices of becoming practitioners telling us about science in pre-school? : Pre-school student teachers´ attitudes towards science and science teaching - a longitudinal study.
- 2010
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Ingår i: 20th EECERA ANNUAL CONFERENCE. KNOWLEDGE AND VOICE IN EARLY CHILDHOOD. ; , s. 216-216
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Konferensbidrag (refereegranskat)abstract
- The aim of this study is to investigate the relationship between the developing professional identity and attitudes towards science teaching among student pre-school teachers. We see professional identity as a dynamic equilibrium between the professional self-image and the variety of roles (pre-school) teachers feel they have to play. Accordingly, professional identity can change over time through relevant others, events and experiences. In this longitudinal study, 65 students enrolled in an art and science dominated teacher programme have been followed since the start in august 2008. Results are presented from 4 consecutive questionnaires and an individual interview of 8 students. The results show that sceptical attitudes towards science decreased significantly after one year of science studies. On the contrary hesitance towards holding structured scientific activities persisted throughout the year. Results from the individual interviews confirm these findings. Here, the descriptions of perceived relevant roles of their profession are dominated by themes of caring and supporting, not teaching. The reluctance towards science teaching in early years thus appear to be more connected to student teachers’ view of the professional preschool teacher role, where structured teaching not is a pronounced part, than to negative attitudes towards science itself. These findings thereby contradict the general idea that the ambiguity about teaching science in pre-school among student teachers is connected to negative attitudes toward science as a subject. This new perspective suggests a need to integrate a discussion of the pre-school teacher role and professional identity into science courses for becoming pre-school teachers.
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| 8. |
- Benouar, Sara, et al.
(författare)
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First Steps Toward Automated Classification of Impedance Cardiography dZ/dt Complex Subtypes
- 2021
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Ingår i: 8th European Medical and Biological Engineering Conference. - Cham : Springer Science and Business Media Deutschland GmbH. - 9783030646097 - 9783030646103 ; , s. 563-573
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Konferensbidrag (refereegranskat)abstract
- The detection of the characteristic points of the complex of the impedance cardiography (ICG) is a crucial step for the calculation of hemodynamical parameters such as left ventricular ejection time, stroke volume and cardiac output. Extracting the characteristic points from the dZ/dt ICG signal is usually affected by the variability of the ICG complex and assembling average is the method of choice to smooth out such variability. To avoid the use of assembling average that might filter out information relevant for the hemodynamic assessment requires extracting the characteristics points from the different subtypes of the ICG complex. Thus, as a first step to automatize the extraction parameters, the aim of this work is to detect automatically the kind of dZ/dt complex present in the ICG signal. To do so artificial neural networks have been designed with two different configurations for pattern matching (PRANN) and tested to identify the 6 different ICG complex subtypes. One of the configurations implements a 6-classes classifier and the other implemented the divide and conquer approach classifying in two stages. The data sets used in the training, validation and testing process of the PRANNs includes a matrix of 1 s windows of the ICG complexes from the 60 s long recordings of dZ/dt signal for each of the 4 healthy male volunteers. A total of 240 s. As a result, the divide and conquer approach improve the overall classification obtained with the one stage approach on +26% reaching and average classification ration of 82%.
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| 9. |
- Hafid, Abdelakram, et al.
(författare)
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Evaluation of dZ/dt Complex Subtypes vs Ensemble Averaging Method for Estimation of Left Ventricular Ejection Time from ICG Recording
- 2021
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Ingår i: 8th European Medical and Biological Engineering ConferenceProceedings of the EMBEC 2020, November 29 – December 3, 2020 Portorož, Slovenia. - Cham : Springer Science and Business Media Deutschland GmbH. - 9783030646097 - 9783030646103 ; , s. 502-509
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Konferensbidrag (refereegranskat)abstract
- Impedance cardiography (ICG) was discovered nearly half a century ago, being proposed as noninvasive monitoring method for estimation of several hemodynamics parameter. Despite of nearly 5 decades of clinical research and use there is still certain controversy about its performance when estimating Left Ventricular Ejection Time (LVET). This work present a comparison between using the different ICG subtype waveform and the ensemble averaged (EA) method to calculate the LVET. The ICG has been recorded from four volunteers, and the LVET parameter has been calculated using the two approaches. The result shows that each volunteer have different percentage of subtypes, and the mean relative error between the two approaches for estimation of LVET varied between 0.62 to 2.9% with an average mean absolute percentage error of 18,02% ranging between 13.82 to 18.42%. © 2021, Springer Nature Switzerland AG.
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| 10. |
- Hed, Helen, 1955-, et al.
(författare)
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Biblioteksguide för distansstuderande
- 2001. - 1
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Ingår i: Lärares liv - vision och verklighet. - Umeå : Umeå universitet. ; , s. 228-238
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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