| 1. |
- Andersson, Magdalena, 1971-, et al.
(författare)
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Förundrans roll för elevers meningsskapande om evolutionära processer
- 2022
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Konferensbidrag (refereegranskat)abstract
- Filosofer såväl som forskare har länge hävdat att förundran är en nyckel till elevers intresse och engagemang i skolans NO-undervisning. Trots detta finns det i nuläget mycket få empiriska studier som beskriver lärares arbete med att ge plats för förundran i skolans NO-undervisning.Syftet med denna studie är att undersöka hur elevers förundran kan studeras i klassrumssituationer samt om, och hur, elevers uttryck för förundran kan kopplas till deras meningsskapande om ett planerat lärandemål.I studien har forskare och en NO-lärare (årskurs 7) samarbetat för att utforma evolutionsundervisning med plats för elevers förundran. Följande forskningsfrågor fokuseras:På vilka sätt kan lärare ge plats för förundran i samband med evolutionsundervisning?Hur påverkar undervisning, med plats för förundran, elevers möjligheter för meningsskapande om evolutionära processer och begrepp kopplade till dessa?Empirin består av 45 individuella skriftliga elevreflektioner och transkriberade ljudinspelningar från 6 parvisa elevintervjuer. Elevernas reflektioner analyserades i två steg. Steg ett fokuserade på hur eleverna uttryckte förundran i relation till frågan Vad brukar du förundras över? Steg två på vad de förundrats över i evolutionsundervisningen. Elevintervjuerna analyserades med fokus på elevernas meningsskapande om evolutionära processer.Resultaten visar att eleverna ger uttryck för förundran kopplat till variation, mångfald, evolutionära tidsaspekter och samspel mellan organismer och livsmiljö. Elevernas förundran skiljer sig kvalitativt inom ett spänningsfält mellan nyfikenhetsbaserad förundran och kontemplativ förundran. Samtidigt visar elevintervjuerna att eleverna fortfarande, efter sex veckor av undervisning, kämpar med att integrera vetenskapliga begrepp från evolutionsteorin med sitt eget meningsskapande om processerna.
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| 2. |
- Andersson, Magdalena, 1971-, et al.
(författare)
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Language scaffolding and experience based learning as didactical tools in science for newly-arrived students - something for all students?
- 2021
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Konferensbidrag (refereegranskat)abstract
- The aim of this presentation is to contribute to the ongoing discussion of how to make secondary science education more inclusive, drawing on examples from a pilot study. The project was based on formative interventions where lower secondary science teachers and pedagogues from a local nature school together developed and tested science units based on language scaffolding and experience-based learning in introductory and regular classes. Data was collected through individual interviews of teachers and students, and questionnaires distributed after the science unit was completed. The results indicate that the collective activity where teachers and trained nature pedagogues together developed new forms of science teaching resulted in both the development of new innovative ways of inclusive teaching and a transformation of the teacher’s views of collaborative learning. The results also indicate that science teaching based on language scaffolding and experience based-learning may have a positive effect on outcomes for newly-arrived students as well as for student with the language of instruction as mother tongue. The results give implications for the possibilities for inclusive science teaching for newly-arrived students as well as contributing to the discussion about a more inclusive science education in general.
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| 3. |
- Areljung, Sofie, 1983-, et al.
(författare)
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Potential for multi-dimensional teaching for 'emergent scientific literacy' in pre-school practice
- 2018
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Ingår i: Journal of Emergent Science. - : Association for Science Education. - 2046-4754. ; 15, s. 20-27
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Tidskriftsartikel (refereegranskat)abstract
- How can pre-school teachers form science teaching in a landscape of increasing focus on academically oriented learning outcomes, without losing the unique character of pre-school pedagogies? Seeking to contribute to the discussion of what pre-school science can be, we have analysed data from activities in fourteen Swedish pre-schools (for children aged 1-5 years), to examine if and how multi-dimensional teaching may be combined with teaching for scientific literacy.The overall picture is that elements of ‘emergent scientific literacy' can be combined with a wide range of teaching dimensions, such as empathy, fantasy and storytelling.These results contribute important perspectives to what pre-school science can be and how it can be researched in a way that is suitable for the preschool’s conditions.We suggest our analytical questions, and the dimensions displayed in our results, as a tool for teachers who plan or evaluate science teaching in the early years.
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| 4. |
- Areljung, Sofie, 1983-, et al.
(författare)
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Teaching for Emergent Disciplinary Drawing in Science? Comparing Teachers' and Children's Ways of Representing Science Content in Early Childhood Classrooms
- 2022
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Ingår i: Research in science education. - : Springer. - 0157-244X .- 1573-1898. ; 52:3, s. 909-926
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Tidskriftsartikel (refereegranskat)abstract
- 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.
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| 5. |
- 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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| 6. |
- Due, Karin, 1953-, et al.
(författare)
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Inte som i skolan - pedagoger positionerar naturvetenskap i förskolan : Preschool teachers talk about science – Positioning themselves and positioning science
- 2018
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Ingår i: NorDiNa. - : Naturfagsenteret. - 1504-4556 .- 1894-1257. ; 14:4, s. 411-426
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Tidskriftsartikel (refereegranskat)abstract
- This article discusses how preschool teachers, who include a scientific content in their practice, describe their practice and their view of science in preschool. The study is based on 20 interviews in 9 Swedish preschools. The theoretical and analytical framework combine “communities of practice”(Lave & Wenger) and “positioning theory” (Harré & Langehove). The stories reveal a strong position for the pre-school curriculum and traditions. A prominent storyline is that Science in preschool is something different from science in school. This includes an anti-authoritarian view with a focus on ”the competent child”. The preschool teachers affirm fantasy, creativity and intuition as a part of science and they position science as easy to access. They also position themselves as pedagogues competent to manage science in preschool. One of the dilemmas is about letting children’s interests and initiatives drive the activities while educators curriculum-based goals have certain intentions to fulfill.
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| 7. |
- Due, Karin, 1953-, et al.
(författare)
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Teachers’ conceptualisations of science teaching–obstacles and opportunities for pedagogical continuity across early childhood school forms
- 2023
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Ingår i: International Journal of Early Years Education. - : Routledge. - 0966-9760 .- 1469-8463. ; 31:3, s. 790-805
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Forskningsöversikt (refereegranskat)abstract
- This study aims to contribute knowledge about obstacles and opportunities for pedagogical continuity in science across early childhood education. We use activity theory to analyse individual interviews and group meetings with teachers from preschool (age 1–5), preschool class (age 6) and grade 1–3 (age 7–9) in three Swedish school units. The teachers’ descriptions of their science teaching indicate both obstacles and opportunities for pedagogical continuity. For example, all teachers want to establish an interest in, and foster a caring attitude to nature, a similarity that facilitates continuity. However, some crucial differences indicate obstacles. There is a shift concerning ownership; from following children’s initiatives in preschool in bodily and play based experiences towards an emphasis on pre-planned content, verbal knowledge and written documentation in grade 1–3. Our findings also suggest that teachers lack knowledge about each other's teaching and curricula. Hence, the conditions for pedagogical continuity largely rest upon what children share in the science class. We argue that there is need for an in-depth exchange of experiences, regarding content, teaching methods and frame factors, between teachers from different school forms.
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| 9. |
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| 10. |
- Otterborn, Anna, 1961-, et al.
(författare)
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The Impact of Digital and Analog Approaches on a Multidimensional Preschool Science Education
- 2023
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Ingår i: Research in science education. - : Springer Nature. - 0157-244X .- 1573-1898. ; 54:2, s. 185-203
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Tidskriftsartikel (refereegranskat)abstract
- Swedish preschool science practice is confined to a unique educational setting where upbringing, care, and education are intertwined. This allows teachers to develop innovative cross-curricular and multidimensional science teaching. At the same time, society demands the digitalization of preschool practice, which has caused concern not only about negative effects on children’s well-being but also the risk of foregrounding digital over analog tools in multidimensional and child-centered preschool practice. The aim of this study is to analyze how preschool teachers at the forefront of digitalization integrate digital and analog tools when teaching science and how this integration affects their practice. The data comprises documentation of digitalized science activities provided by ten preschool teachers and transcribed recall interviews with four of the teachers. Thematic content analysis and a framework for analyzing seven teaching dimensions of preschool science revealed the use of digital and analog tools as drivers for multidimensional science education. The findings show that the teachers primarily use digital tools to reinforce social learning, inclusion, and agency during science activities. Digital and analog tools were used to complement one another in pursuing the boundaries of multidimensional science. However, the content of this innovative and digitalized science teaching remained primarily within biology, the traditional scholarly discipline in preschool science. We conclude that the digitalization of preschool science seems to be used to strengthen and diversify teaching within the boundaries of overarching traditional preschool practice where nature encounters and children’s interests and well-being are at the forefront.
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