| 1. |
- Persson, Helena, 1967-, et al.
(författare)
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Ämnesintegrerad undervisning i naturvetenskap : Vad är det?
- 2009
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Ingår i: NorDiNa. - Oslo, Norge : Naturfagsenteret. - 1504-4556 .- 1894-1257. ; 5:1, s. 47-60
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Tidskriftsartikel (refereegranskat)abstract
- Biology, chemistry and physics might be taught as separate subjects, but sometimes they are taught as combined with one another or with other subjects. Nationally and internationally the concept integrated science teaching lacks a uniform definition. To find out more about how practicing teachers define and perform integrated teaching, interviews were undertaken with five teachers, teaching science in school year 7 to 9 (age 13-16) in the Swedish compulsory school. Two ways of integrating science teaching were found; one combining the science subjects and one combining the science subjects with other school subjects. Results showed differences in the ways of teaching integrated science, in the interpretation of what the teachers meant by science integrating teaching and which obstacles and possibilities they saw. Visions about working with integrated science in the future and how these visions correspond to teacher’s reality is also discussed.
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| 2. |
- Ekström, Kenneth, 1956-, et al.
(författare)
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How to organise transitions between units in preschool : does it matter
- 2010
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Ingår i: International Journal of Transitions in Childhood. - Melbourne : The University of Melbourne, Australia. - 1833-2390. ; 4:1, s. 4-12
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is, to deepen our understanding of what transitions within a preschool institution mean from the perspective of those involved. The issue is important to focus on, since an overview of research shows, that there are hardly any studies made on transitions within preschools. In the study presented nine preschool teachers were interviewed, representing two preschools differing in approach regarding how the transitions between different units were organised. One of the preschools had “marked” transitions between four units for groups of children strictly based on age. The transitions were perceived as a matter of course, as something natural. The other preschool with only two groups, one for younger children and one for older children, had “smoother” transitions based on individual considerations. Here, the maturity of the individual child was taken into account. In the interpretation of the results, in order to gain a deeper understanding of the meaning of the transitions for the people involved, using the concept of rites of passage, two approaches were revealed. The first regarded transitions to be a part of the pedagogy, supporting the natural development of the child, as a rite of passage, leaving one social stage in their life and move over to another. The second saw transitions as necessary due to external factors, trying to attain a pedagogical environment, where transitions were as smooth as possible, with no marked rites of passage, not for the individual, not for the collective.
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| 3. |
- Sandberg, Gunilla, 1954-, et al.
(författare)
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Educational practices and children's learning journeys from preschool to primary school
- 2017
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Ingår i: Pedagogies of educational transitions. - Cham, Schweiz : Springer Publishing Company. - 9783319431161 - 9783319431185 ; , s. 239-253
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Bokkapitel (refereegranskat)abstract
- Children all around the world pass through a number of transitions in educational systems. These transitions are organised in different ways in different countries. In Sweden, children pass through three school forms in early childhood education: preschool, preschool class and primary school. In a research project funded by the Swedish Research Council, the Swedish POET group conducted case studies in three municipalities, using participant observations, semi-structured interviews and focus group interviews. The aim has been to deepen the understanding of children's learning journeys from preschool into school. A second aim has been to examine the long-term implications of educational practices across the transitions for children's learning and participation. In this chapter, some findings from the research project are presented. The results show how the complex structure of Swedish early childhood education creates challenges for children and their learning journeys.
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