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| 3. |
- Adbo, Karina, et al.
(författare)
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Designing play-based learning chemistry activities in the preschool environment
- 2019
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Ingår i: Chemistry Education Research and Practice. - 1109-4028. ; 20, s. 542-553
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Tidskriftsartikel (refereegranskat)abstract
- This study focuses on the design of play-based learning activities for chemistry in preschool. Viewing chemistry as a part of our past and present culture instead of as a subject, provides the backdrop for a more holistic approach to chemistry within this specific environment. A cultural-historical perspective, together with scaffolding, emergent science skills and sustained shared thinking, made up the framework for the design of the learning activities. Results show that when scaffolding and emergent science skills are used within the design, they provide good support for both the content and the teacher in the actual learning situation. Working with scaffolding was also beneficial for professional development. However, for a progressive and inclusive activity design, it is essential to take into account aspects of the immediate environment and methods for direct evaluation.
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| 4. |
- Christodoulakis, Nikolaos, et al.
(författare)
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Perezhivanie and its application within early childhood science education research
- 2021
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Ingår i: Education Sciences. - : MDPI AG. - 2227-7102. ; 11:12
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Tidskriftsartikel (refereegranskat)abstract
- Perezhivanie is a concept that was originally defined by Vygotsky, but it did not become a part of educational theory until recently. Today the concept has been revived, and it is now used as a way to include emotional aspects into education and educational research. The concept also provides a rationale for describing and forming personalised learning. The present study provides a literature review with the aim of covering the variety in definitions of the concept, as well as the different perspectives that the concept lends to research in general, and to research with focus on early years education in particular. Results show that the concept has been applied within the most common theoretical perspectives in use today (such as social, cultural and subjective perspectives) with an interesting array of outcomes, such as design of educational methods, analysis of different modes of experiencing and development of self-awareness. The use of this concept becomes a shift toward more emotional perspectives of learning and development that may not be altogether positive, as perezhivanie holds the risk of blurring the border between psychotherapy and education, which is something that would provide new challenges for education in general and especially for teacher education.
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- Lederman, Judith S., et al.
(författare)
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Completing the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquiry
- 2023
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Ingår i: International Journal of Science Education. - : Routledge. - 0950-0693 .- 1464-5289.
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Tidskriftsartikel (refereegranskat)abstract
- Knowledge of scientific inquiry (SI) is considered essential to the development of an individual's Scientific Literacy (SL) and therefore, SI is included in many international science education reform documents. Two previous large scale international studies assessed the SI understandings of students entering middle school and secondary students at the end of their formal K-12 science education. The purpose of this international project was to use the VASI-E to collect data on what primary level students have learned about SI in their first few years of school. This study adds to previous research to bridge the landscape of SI understandings now with representation from primary, middle and high school samples. A total of 4,238 students from 35 countries/regions spanning six continents participated in the study. The results show that globally, primary students are not adequately informed about SI for their age group. However, when compared with the students in the previous international studies (grades seven and 12), the primary students' understandings were surprisingly closer to the levels of understanding of SI of the secondary school students than those in the seventh grade study.
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| 6. |
- Vidal Carulla, Clara, 1985-, et al.
(författare)
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A study of preschool children's motive orientation during science activities
- 2020
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Ingår i: Review of Science, Mathematics and ICT Education. - : University of Patras. - 1791-261X .- 1792-3999. ; 14:1, s. 47-67
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Tidskriftsartikel (refereegranskat)abstract
- The results presented here are part of a two-year longitudinal study with two main objectives: 1) designing subject-specific science activities that provide experience of chemical phenomena and support positive emotions of science and 2) exploring preschool children’s emergent science. Science was introduced into the preschool setting in the form of conceptual play. Data was collected using visual-ethnography and analysed inductively to explore the dynamics of children’s development of motive orientation over a year of science activities. Results show the significance of the social environment for developing motives and influencing leading motives. The discussion highlights the necessity of considering both cognitive and emotional aspects within preschool science activities in order to be able to create positive cultural motives for science.
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| 7. |
- Vidal Carulla, Clara, 1985-
(författare)
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Children's emergent chemistry in the preschool
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Early childhood education has gained increasing interest over the last decades, especially for its effect on the lifelong learning process. Particularly important for lifelong learning is the child’s self-confidence and positive emotions for learning experiences. Natural science is an important part of the preschool setting as it meets children’s natural curiosity of their surrounding environment while at the same time developing their social, linguistic and fine motor skills. However, very little is known about subject-specific concept development of preschool children, and most of the research efforts, so far, have focused on the fields of biology and physics. This project aimed to contribute to research method development as well as to increase our understanding of children’s emergent science and especially children’s emergent chemistry. The project takes as its basis cultural-historical theory and makes use of the methods derived from this theoretical perspective, i.e. play-based learning and the genetic research method. In order to analyse emergence, i.e. the process of concept development, a longitudinal study was performed, and a series of play-based learning activities with chemistry content were designed, implemented and assessed in an iterative manner. The study followed 20 three-year-old children over two years, and all the sessions were video-recorded using visualethnography. Results show the importance of the teacher’s role in planning activities, maintaining focus and moving the children beyond informal learning. The teacher’s own knowledge of natural science is key to building upon science content in the children’s discussions and moving the discussion forward while maintaining it within the children’s zone of proximal development. Data also show the importance of working with small groups of children due to the swiftness of the change in discussions and focus of children at this age. The abstract chemical concept chosen for this study was the concept of ‘small’. Initially the children did not have any experience of the sub-microscopic level, and it only began to emerge once the children had been provided with the visual experience of the transition from the macro to the microscopic level, which is a finding that may be one part of solving the decade long discussion on how to increase pupils’ and students’ understanding of the sub-microscopic level of particles.
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| 8. |
- Vidal Carulla, Clara, 1985-, et al.
(författare)
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Development of Preschool Children's Executive Functions throughout a Play-Based Learning Approach That Embeds Science Concepts
- 2021
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Ingår i: International Journal of Environmental Research and Public Health. - : MDPI. - 1661-7827 .- 1660-4601. ; 18:2
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Tidskriftsartikel (refereegranskat)abstract
- This study focuses on the development of executive functions in preschool children during a series of science activities. A longitudinal play-based learning intervention was designed and implemented following the design of an educational experiment. Data were collected through visual ethnography in hot situations with adult supervision. Results show how entwined the concepts of inhibitory control and cognitive flexibility are within young children's development. The development of cognitive flexibility or attention shifting readily occurred when there were fictive characters (such as the king and his royal family), but changing perspective toward a nonfictive environment (i.e., taking other children's perspectives) was a more difficult and time-consuming process. This process began in an individual perspective and expanded to acknowledging others' perspectives, then moved toward creating common perspectives or alternative narratives. Results show that science activities can be a bridge for preschool children to transfer their use of executive functions, from fairytales and games toward everyday tasks.
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| 9. |
- Vidal Carulla, Clara, 1985-, et al.
(författare)
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Emergent chemistry : The development of abstract thinking in preschool science education
- 2021
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Ingår i: Research Features. ; :August 26
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Sweden’s preschool curriculum promotes scientific literacy of young children, with a focus on natural sciences. But how can preschool children best gain an understanding of physical phenomena and basic chemical processes? Dr Clara Vidal Carulla (Gothenburg University) and Dr Karina Adbo (Linnaeus University) use cultural-historical theory to explore how abstract thinking can be developed in preschool children to support science education. The focus of their research is on sub-microscopic particles in chemistry, but the findings are useful for learners of all levels.
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