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Opportunities for a...
Opportunities for and obstacles to science in preschools : views from a community perspective
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- Sundberg, Bodil, 1966- (author)
- Örebro universitet,Institutionen för naturvetenskap och teknik,School of Science and Technology, Örebro University, Örebro, Sweden,Örebro universitet, Institutionen för naturvetenskap och teknik
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- Areljung, Sofie, 1983- (author)
- UmSER; School of Science and Technology, Örebro University, Örebro, Sweden,Förskolans praktik i mötet med naturvetenskap
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- Due, Karin, 1953- (author)
- Umeå universitet,Institutionen för naturvetenskapernas och matematikens didaktik,Department of Science and Mathematics Education, Umeå University, Umeå, Sweden
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- Ekström, Kenneth, 1956- (author)
- Umeå universitet,Institutionen för tillämpad utbildningsvetenskap,Applied Educational Science, Umeå University, Umeå, Sweden
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- Ottander, Christina, 1962- (author)
- Umeå universitet,Institutionen för naturvetenskapernas och matematikens didaktik,Department of Science and Mathematics Education, Umeå University, Umeå, Sweden
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- Tellgren, Britt, 1951- (author)
- Örebro universitet,Institutionen för humaniora, utbildnings- och samhällsvetenskap,School of Science and Technology, Örebro University, Örebro, Sweden,Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap
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(creator_code:org_t)
- 2018-09-10
- 2018
- English.
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In: International Journal of Science Education. - : Routledge. - 0950-0693 .- 1464-5289. ; 40:17, s. 2061-2077
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Abstract
Subject headings
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- In this study, Activity Theory (AT) is used to analyse general patterns for how cultural and historical factors interact with the shaping of science activities in preschools. Data was produced from field notes, video observations, video stimulated recall group discussions and individual interviews with preschool teachers at fourteen preschool units, where science activities were described as a common feature of the practice. Two factors were found to be particularly important for how and whether science learning opportunities were afforded the children: the structure of the preschool community and the type of educational culture within it. In communities characterised by weak mutual commitment and without joint understanding of the purpose of the activities, the science learning objects of the activity often became fragmented and thereby elusive. This was also true for strong communities, with a shared approach and a joint understanding of the purpose of the science activities, but with educational cultures where science learning was not actively supported. In contrast, a strong community combined with an educational culture that allowed teachers to lead and intentionally frame the science content, offered child-centred science activities with clear science learning objects.
Subject headings
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogiskt arbete (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogical Work (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences (hsv//eng)
Keyword
- early years/early childhood
- qualitative research
- teacher beliefs
- activity theory
- didactics of natural science
- naturvetenskapens didaktik
- pedagogiskt arbete
- educational work
Publication and Content Type
- ref (subject category)
- art (subject category)
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- By the author/editor
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Sundberg, Bodil, ...
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Areljung, Sofie, ...
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Due, Karin, 1953 ...
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Ekström, Kenneth ...
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Ottander, Christ ...
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Tellgren, Britt, ...
- About the subject
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- SOCIAL SCIENCES
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SOCIAL SCIENCES
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and Educational Scie ...
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and Pedagogical Work
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- SOCIAL SCIENCES
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SOCIAL SCIENCES
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and Educational Scie ...
- Articles in the publication
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International Jo ...
- By the university
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Umeå University
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Örebro University
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University of Borås