| 1. |
- Areljung, Sofie, 1983-
(författare)
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Att rita i NO-undervisningen
- 2020
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Annan publikation (populärvet., debatt m.m.)abstract
- Skolverkets presentation av moduldelen: Elever får ofta rita som en del i NO-undervisningen. Den här delen ställer frågan varför eleverna ska rita och på vilket sätt ritande kan användas som utgångspunkt för samtal och för att introducera eleverna till naturvetenskaplig praktiker som observationer och experiment. Målet är att väcka tankar om när, hur och varför det kan vara värdefullt för eleverna att rita och hur det kan kombineras med skrivande.
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| 2. |
- Areljung, Sofie, 1983-
(författare)
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Att undersöka fysikaliska fenomen och kemiska processer utifrån vardagsverb
- 2015
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Det är vanligt att naturvetenskapsteman har namn i form av substantiv, som Skogen, Vatten, Svampar och Kroppen. Här presenteras idén att istället utgå från vardagsverb – som rulla, snurra, balansera, blanda och fastna – i undersökandet av naturvetenskapliga fenomen. Idén att utgå från verb har utvecklats i samarbete med ett pedagogiskt utvecklingscentrum och en förskola och de praktiska exemplen kommer från förskolans arbete med ”rulla, snurra” (fysik) och ”blanda” (kemi). Under presentationen behandlas frågor som: Hur får man fatt i fysikaliska fenomen och kemiska processer i barns samspel med omvärlden? Vilka frågor kan man ställa som blir praktiskt undersökningsbara? Hur kan man arbeta undersökande med flera estetiska uttryckssätt?
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| 3. |
- Areljung, Sofie, 1983-
(författare)
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Barns ”working theories” (provisoriska förklaringsmodeller) om naturen och den sociala världen – en riskabel terräng?
- 2015
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Begreppet ”working theories” härstammar från Nya Zeelands läroplan och rör barns provisoriska förklaringsmodeller för olika företeelser i omvärlden – både i den sociala världen och i naturen. Det kan gälla allt från barns idéer om hjärtats roll i kroppen och varför saker låter olika när man knackar på dem, till idéer om hur det går till när man går på bio eller hur en bra vän ska bete sig. ”Working theories” är en kombination av barns kunskaper, erfarenheter och fantasi och de utvecklas allteftersom barnen gör sig fler erfarenheter och ställs inför ny information.Denna presentation utgår från exempel från både svenska och nyzeeländska förskolor. Här lyfts möjliga fördelar med att använda ”working theories” som ett begrepp i arbetet med naturvetenskap i förskoleverksamheten och även hur olika risker kan påverka hur och när förskolans personal hanterar barns ”working theories”. Exempel på fördelar är att inte behöva sätta etikett på barns förklaringar som ”rätt” eller ”fel” eller att se ”faktabaserade resonemang” som oförenligt med kreativt tänkande och fantasi. Exempel på risker är: att riskera relationer i barngruppen, att etablera feluppfattningar hos barnen eller att riskera sin roll som ”Vetande vuxen” eller ”Konfliktlösande”.
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| 4. |
- Areljung, Sofie, 1983-
(författare)
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Capturing the world with verbs : preschool science education beyond nouns and objects
- 2020
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Ingår i: Contemporary Issues in Early Childhood. - : Sage Publications. - 1463-9491. ; 21:1, s. 70-82
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Tidskriftsartikel (refereegranskat)abstract
- This article seeks to contribute new perspectives to the ontology and epistemology of preschool science education by exploring the idea of using everyday verbs, rather than nouns, to discern possibilities for science learning in preschool. Herein, the author merges empirical examples from preschools with findings from research on children's noun and verb learning and posthumanist perspectives on matter and concepts. What comes out of the exploration is a radical way of viewing and knowing the world. The verbs trigger a shift from an object-oriented view of the world to seeing action and non-tangible processes and phenomena in one's surroundings. Further, the verbs highlight the potential science learning that emerges in action and in child–matter relations, opening up to preschool science pedagogies that go beyond subjective/objective and concrete/abstract binaries.
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| 5. |
- Areljung, Sofie, 1983-
(författare)
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Children and teachers exploring physical phenomena and chemical processes through everyday verbs
- 2015
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Konferensbidrag (refereegranskat)abstract
- Our aim with this project is to facilitate inquiry-based science learning in preschool (school form for children aged 1-5 years). The project is conducted in a design-based form, where researcher and practitioners share the problem formulation. Models for teaching are developed in close relation to practice, through several action research cycles. This study ties to Sikder and Fleer’s (2014) research on young children’s developing knowledge in science through everyday concepts. Further, it draws on Lenz Taguchi and Hultman’s (2010) emphasis on children’s powerful relations to places and things. Data is collected through recorded project meetings as well as photos, movies and accounts from practice, and group interviews with teachers. This is analysed in relation to the research question: ''what are the characteristics of a model for teaching that facilitates inquiry-based science learning in preschool?''. We have informed the caretakers about the project and they have given their written consent to our recording children’s activities. Our main finding is the vast range of exploring phenomena in science that teachers have come up with by working with everyday verbs. Starting from verbs appear to help teachers in recognising the scientific phenomena involved in children's interplay with the physical world. Further, the verbs help in formulating questions that can be answered by scientific inquiry, such as: ''what factors are important for how something melts/rolls/blends/glides/sticks?''. Due to these results we aim to further develop the model of verb-based inquiry for the benefit of preservice and in-service teachers.
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| 6. |
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| 7. |
- Areljung, Sofie, 1983-, et al.
(författare)
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"Drawing the leaves anyway" : teachers embracing children's different ways of knowing in preschool science practice
- 2017
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Ingår i: Research in science education. - : Springer. - 0157-244X .- 1573-1898. ; 47:6, s. 1173-1192
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Tidskriftsartikel (refereegranskat)abstract
- This study explores if and how teachers combine practices of science and of preschool (children 1–5 years old) into preschool science practice. Views of knowing may differ between science practices, traditionally associated with masculinity and rationality, and preschool practices, traditionally associated with femininity and caring. Recognising this, wehave chosen to focus on how teachers’ talk constructs and relates to possible ways of gaining knowledge and reaching explanations of phenomena in preschool science. The analysis buildson two concept pairs often associated with gender as well as knowing: objective-subjective and logical-intuitive. The analysed material consists of 11 group interviews where preschool teachers talk about activities concerning science content. Our results show that several ways of knowing are possible in work with science content in preschool. These include ways of knowing more associated with subjectivity, such as ‘individual liking’ and ‘whole-body perception’, as well as more associated with objectivity, such as ‘noticing differences and similarities’. Furthermore, the results show that the teachers’ talk moves readily between possibilities associated with femininity (subjective and intuitive) and masculinity (objective and logical). This indicates that the teachers in this study have found ways to handle science in preschool that goes against presumed tensions between science and preschool practices. The results contribute to more nuanced ways of describing and thinking about science in preschool and pave the way for further development of science education in early childhood education.
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| 8. |
- Areljung, Sofie, 1983-, et al.
(författare)
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Expanding the notion of 'ownership' in participatory research involving teachers and researchers
- 2021
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Ingår i: International Journal of Research and Method in Education. - : Routledge. - 1743-727X .- 1743-7288. ; 44:5, s. 463-473
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Tidskriftsartikel (refereegranskat)abstract
- This article provides a conceptual discussion of 'ownership' in various forms of participatory research. The discussion is grounded in our experiences from three research projects in science education. We seek to understand how and why ownership may be distributed between teachers and researchers at different stages in the research process. Looking at our projects in retrospect, we see that ownership was differently distributed at the initial stages. Then ownership distribution followed a similar pathway, as teachers gained ownership of implementation, whereas researchers reclaimed ownership of analyzing and disseminating the work. Our discussion departs from the idea that ownership relates to both 'risks' and 'benefits' as well as to both 'rights' and 'obligations'. Thereby, we can make visible some of the circumstances that steer ownership towards the teachers or researchers. For example, we highlight that ownership distribution may be influenced by guidelines for research ethics and inequalities in terms of administrative support structures available to researchers and teachers. Based on our discussion, we suggest a number of questions to initiate and support a continuous dialogue between teachers and researchers who plan to engage in participatory research.
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| 9. |
- Areljung, Sofie, 1983-
(författare)
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Five ways of integrating arts and science : a framework for planning and analyzing arts–science education in early childhood
- 2023
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Ingår i: Studies in art education. - : Routledge. - 0039-3541 .- 2325-8039. ; 64:1, s. 9-22
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Tidskriftsartikel (refereegranskat)abstract
- This article seeks to provide a framework for recognizing and realizing the pedagogical potential of arts–science integration in early childhood. Herein, I present five ways of positioning arts vis-à-vis science and associate them with different learning opportunities. I have analyzed if and how these positionings come into play in teachers’ documentation of arts–science projects conducted in eight Swedish preschool groups (children aged 1 to 5 years). These teachers positioned arts and science as disciplinary distinct (associated with acquiring and communicating knowledge in the respective subjects), as multifaceted (producing multidimensional knowledge), and as entangled (empathizing with human and nonhuman others). In addition, I discuss if and how teachers can position arts and science as inquiry oriented (investigating and identifying patterns) and disciplinary transcendent (solving problems in transdisciplinary ways). I suggest that teachers draw on these findings to plan and analyze integrated arts–science education in practice.
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| 10. |
- Areljung, Sofie, 1983-
(författare)
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How does matter matter in preschool science?
- 2019
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Ingår i: Material practice and materiality. - Cham : Springer. - 9783030019730 - 9783030019747 ; , s. 101-114
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter examines science practices in Swedish preschools (school form for children aged 1–5 years) in relation to three central themes in Karen Barad's agential realism: "non-human bodies as active agents", "intra-action" and "phenomena before things". Drawing on empirical material from my work with four preschools and one pedagogical development centre, I discuss how evening out hierarchies between human and non-human bodies could affect our thoughts about, and organisation of, science education in preschool. One example in the chapter shows how Barad's idea of regarding phenomena as the smallest onto-epistemological entity relates to teachers' using everyday verbs to identify physical phenomena and chemical processes in children's interplay with the surrounding world. I argue that shifting perspectives from viewing science learning as learning about the material world to learning together with the material world has the potential to empower teachers since it means that science knowledge is not detached from them but is embodied and personal. Evening out hierarchies between the human and non-human does not necessarily change views on science education in one sense – the physical world still in the centre – but in another sense, it does, as teachers and children are entangled with the knowledges produced.
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