Sökning: onr:"swepub:oai:DiVA.org:umu-186727" >
Why and how teacher...
Why and how teachers make use of drawing activities in early childhood science education
-
- Areljung, Sofie, 1983- (författare)
- Umeå universitet,Institutionen för tillämpad utbildningsvetenskap,RECEUM; UmSER,Department of Applied Educational Science, Umeå University, Umeå, Sweden
-
- Due, Karin, 1953- (författare)
- Umeå universitet,Institutionen för naturvetenskapernas och matematikens didaktik,Department of Science and Mathematics Education, Umeå University, Umeå, Sweden
-
- Ottander, Christina, 1962- (författare)
- Umeå universitet,Institutionen för naturvetenskapernas och matematikens didaktik,Department of Science and Mathematics Education, Umeå University, Umeå, Sweden
-
visa fler...
-
- Skoog, Marianne, 1955- (författare)
- Örebro universitet,Institutionen för humaniora, utbildnings- och samhällsvetenskap,Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap
-
- Sundberg, Bodil (författare)
- Örebro universitet,Umeå universitet,Institutionen för naturvetenskapernas och matematikens didaktik,School of Science and Technology, Örebro University, Örebro, Sweden,Institutionen för naturvetenskap och teknik,Department of Science and Mathematics Education, Umeå University, Umeå, Sweden,Örebro universitet, Institutionen för naturvetenskap och teknik
-
visa färre...
-
(creator_code:org_t)
- 2021-07-22
- 2021
- Engelska.
-
Ingår i: International Journal of Science Education. - : Routledge. - 0950-0693 .- 1464-5289. ; 43:13, s. 2127-2147
- Relaterad länk:
-
https://doi.org/10.1...
-
visa fler...
-
https://umu.diva-por... (primary) (Raw object)
-
https://www.tandfonl...
-
https://urn.kb.se/re...
-
https://doi.org/10.1...
-
https://urn.kb.se/re...
-
https://urn.kb.se/re...
-
visa färre...
Abstract
Ämnesord
Stäng
- Researchers have provided many arguments for why drawing may contribute to science learning. However, little is known about how teachers in early childhood education (ECE) make use of drawing for science learning purposes. This article examines how teachers’ views and framing of drawing activities influence the science learning opportunities afforded to children in the activities. We use activity theory to analyse teacher interviews and observation data from ten science classrooms (children aged 3–8 years) where drawing activities occurred. The interviews reveal that few of the teachers relate drawing to science learning specifically. Rather, they portray drawing as a component of variation in teaching and learning in general. Looking at what happens in the classrooms, we conclude that drawing has a relatively weak position as means of communicating and learning science. Instead, the teaching emphasis is on writing or on ‘making a product’. However, there are examples where teachers explicitly use drawing for science learning purposes. These teachers are the same few who, in interviews, relate drawing to science learning specifically. Based on these findings, we encourage school teachers, teacher educators, and researchers to identify, and overcome,obstacles to realising the pedagogical potentials of drawing in ECE science classrooms.
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogiskt arbete (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogical Work (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Didaktik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Didactics (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences (hsv//eng)
Nyckelord
- activity theory
- teacher views
- visual representations
- pedagogiskt arbete
- educational work
- didactics of natural science
- naturvetenskapens didaktik
Publikations- och innehållstyp
- ref (ämneskategori)
- art (ämneskategori)
Hitta via bibliotek
Till lärosätets databas