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Making a fictitious...
Making a fictitious animal : 6-7 year-old Swedishchildren’s meaning making about evolution duringa modelling task
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- Frejd, Johanna, 1986- (författare)
- Linköpings universitet,Avdelningen för lärande, estetik och naturvetenskap,Utbildningsvetenskap
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- Stolpe, Karin, PhD, 1981- (författare)
- Linköpings universitet,Avdelningen för lärande, estetik och naturvetenskap,Utbildningsvetenskap
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- Hultén, Magnus, 1970- (författare)
- Linköpings universitet,Avdelningen för lärande, estetik och naturvetenskap,Utbildningsvetenskap
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visa fler...
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- Schönborn, Konrad, 1977- (författare)
- Linköpings universitet,Medie- och Informationsteknik,Tekniska fakulteten
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visa färre...
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(creator_code:org_t)
- 2020-08-17
- 2022
- Engelska.
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Ingår i: Journal of Biological Education. - : Taylor & Francis Group. - 0021-9266 .- 2157-6009. ; 56:3, s. 323-339
- Relaterad länk:
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https://doi.org/10.1...
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https://liu.diva-por... (primary) (Raw object)
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https://www.tandfonl...
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https://urn.kb.se/re...
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https://doi.org/10.1...
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Abstract
Ämnesord
Stäng
- Whereas previous studies show that children are able to make meaningabout evolutionary concepts within read-aloud contexts, little is knownabout how semiotic resources and interaction influence children’s meaningmaking about evolution. This study investigates children’s meaning makingabout evolutionary concepts during a modelling activity conducted after aninteractive storybook read-aloud describing the evolution of a foraging traitof a fictitious mammal (the pilose). Forty children (13 groups) were videotapedas they produced a clay pilose model, while explaining how theythought their pilose would appear after inhabiting a ‘future’ environment(mountainous, snowy or forest). A multimodal analysis focused on howchildren demonstrated their meanings of seven evolutionary conceptsdescribed in the book. An eighth concept, ‘adaptation to environment’,was also often discussed. While all eight concepts emerged, the mostfrequent concerned survival and adaptation. The eighth concept appearedto serve as a synthesis of children’s interpretation of the storybook thathighlighted the visible consequences of evolution. The children engagedfive interactional resources, dominated by the interactional resource ofcommunicating the concepts in direct relation to their produced pilosemodels. The findings shed light on how children’s representational andrelational practices impact making meaning about evolution.
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Didaktik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Didactics (hsv//eng)
Nyckelord
- Preschool
- evolution
- modelling
- early childhood education
- science education
Publikations- och innehållstyp
- ref (ämneskategori)
- art (ämneskategori)
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