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Leden, L., Hansson, L. & Thulin, S. (2021). Bilderböcker som möjlig utgångspunkt för samtal om naturvetenskapernas karaktär i förskolan. In: : . Paper presented at Nordisk Forskersymposium for Undervisning i Naturfag 2021. Interactive online symposium June 1-2, 2021 NFSUN, Arhus, Denmark.
Open this publication in new window or tab >>Bilderböcker som möjlig utgångspunkt för samtal om naturvetenskapernas karaktär i förskolan
2021 (Swedish)Conference paper, Oral presentation with published abstract (Other academic)
National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-22090 (URN)
Conference
Nordisk Forskersymposium for Undervisning i Naturfag 2021. Interactive online symposium June 1-2, 2021 NFSUN, Arhus, Denmark
Available from: 2021-06-24 Created: 2021-06-24 Last updated: 2021-06-24Bibliographically approved
Leden, L., Hansson, L. & Thulin, S. (2021). Boksamtal för att prata om naturvetenskaplig forskning och forskare i förskolan – ett forskningsprojekt i samarbete mellan förskollärare och forskare. In: : . Paper presented at Nationellt nätverk i naturvetenskap: Naturvetenskap för 20-talets förskola – vad, hur och varför? Högskolan Kristianstad, Online, 27 april, 2021.
Open this publication in new window or tab >>Boksamtal för att prata om naturvetenskaplig forskning och forskare i förskolan – ett forskningsprojekt i samarbete mellan förskollärare och forskare
2021 (Swedish)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [sv]

Projektet bygger på en idé om att diskutera forskning och forskare genom att använda boksamtal kopplade till både fakta-böcker och sagoböcker med ett naturvetenskapligt innehåll. Data samlades in genom ljudinspelningar av boksamtal (N=152) i barngrupper (ålder 2-6 år). Boksamtalen leddes av 5 förskollärare som också deltog i fokusgrupper och workshops, vilka också lujdinspelades (N=9). Resultaten från projektet visar på möjligheter för rika diskussioner om vetenskapliga metoder och redskap samt mänskliga och sociala aspekter av naturvetenskap. Resultaten visar också att den sortens samtal var möjliga att föra oberoende av bok-typ, men om boken inte hade några explicita hänvisningar till forskning och forskare behövde läraren hitta andra sätt att rikta barnens uppmärksamhet mot den sorters diskussioner. Vidare visade resultaten att förskollärarna upplevde att boksamtalen gav spin-off-effekter på barnens nyfikenhet, att barnen ställde nya frågor och att de fick ett ökat intresse för egna undersökningar. Resultaten pekar därför på att diskussioner om forskning och forskare har potentialen att bidra till barns egenmakt och agens, vilket i sin tur är viktigt i en verksamhet som byggs upp kring demokrati och rättvisa. Med utgångspunkt i resultaten presenterar vi en didaktiska modell som kan vägleda förskollärare när de introducerar den här sortens diskussioner i sina barngrupper.    

 

National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-22089 (URN)
Conference
Nationellt nätverk i naturvetenskap: Naturvetenskap för 20-talets förskola – vad, hur och varför? Högskolan Kristianstad, Online, 27 april, 2021
Available from: 2021-06-24 Created: 2021-06-24 Last updated: 2021-06-24Bibliographically approved
Areljung, S., Leden, L. & Wiblom, J. (2021). Expanding the notion of ‘ownership’ in participatory research involving teachers and researchers. International Journal of Research and Method in Education, 44(5), 463-473
Open this publication in new window or tab >>Expanding the notion of ‘ownership’ in participatory research involving teachers and researchers
2021 (English)In: International Journal of Research and Method in Education, ISSN 1743-727X, E-ISSN 1743-7288, Vol. 44, no 5, p. 463-473Article in journal (Refereed) Published
Abstract [en]

This article provides a conceptual discussion of ‘ownership’ in various forms of participatory research. The discussion is grounded in our experiences from three research projects in science education. We seek to understand how and why ownership may be distributed between teachers and researchers at different stages in the research process. Looking at our projects in retrospect, we see that ownership was differently distributed at the initial stages. Then ownership distribution followed a similar pathway, as teachers gained ownership of implementation, whereas researchers reclaimed ownership of analyzing and disseminating the work. Our discussion departs from the idea that ownership relates to both ‘risks’ and ‘benefits’ as well as to both ‘rights and obligations. Thereby, we can make visible some of the circumstances that steer ownership towards the teachers or researchers. For example, we highlight that ownership distribution may be influenced by guidelines for research ethics and inequalities in terms of administrative support structures available to researchers and teachers. Based on our discussion, we suggest a number of questions to initiate and support a continuous dialogue between teachers and researchers who plan to engage in participatory research.

Keywords
Ownership; participatory research; teacher-researcher collaboration; obligations; rights; recognition; research ethics
National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-21692 (URN)10.1080/1743727X.2021.1892060 (DOI)000623068700001 ()
Available from: 2021-03-01 Created: 2021-03-01 Last updated: 2021-10-06Bibliographically approved
Hansson, L., Leden, L. & Thulin, S. (2021). Introducing nature of science in early childhood education: results from a project in collaboration with teachers. In: : . Paper presented at The European Science Education Research Association (ESERA), Braga, Portugal, August 30 - September 3, 2021.
Open this publication in new window or tab >>Introducing nature of science in early childhood education: results from a project in collaboration with teachers
2021 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

We report from a project performed in collaboration between researchers and early childhood education (ECE) teachers. The idea of the project was to introduce ‘nature of science’ (NOS) in the ECE setting through using book-talks connected to trade books (narratives as well as expository books). Much research on NOS teaching has been done, but very scarcely targeting the youngest children. The empirical data in this project consists of audio recordings of book-talks (N=152) with children aged 2-6 led by five teachers, audio recordings of focus groups and workshops (N=9) with the teachers, documentation of children’s drawings as well as of artefacts used by the preschool teachers. The results show that discussions about a variety of NOS issues are possible in an ECE context. It also shows that attention can be directed towards NOS during book talks regardless of genre or if the books contain explicit NOS references or not. However, book-talks connected to books without explicit NOS references require that the teacher finds other ways to direct attention towards NOS.  The teachers involved in this project managed to do this with only a short introduction to NOS. This shows that book-talks has great potential as an approach to introducing NOS to the youngest children. The results further showed that the teachers experienced that the NOS book-talks had spin off-effects such as increased curiosity, new questions, and engagement in investigations among the children. These results point to the potential for NOS teaching to contribute to empowerment and agency for the children, and positions NOS as an important part of science in ECE that values democracy and social justice as central. Building on the results, we present a didactical model that can support teachers when introducing NOS to young children. 

National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-22619 (URN)
Conference
The European Science Education Research Association (ESERA), Braga, Portugal, August 30 - September 3, 2021
Note

This work was supported by the research platform ‘Collaboration for Learning’ at Kristianstad University, Sweden [2017-2312-519, 2018-2312-557 and 2019-2312-590]

Available from: 2021-10-21 Created: 2021-10-21 Last updated: 2021-10-22Bibliographically approved
Hansson, L., Leden, L. & Thulin, S. (2021). Nature of science in early years science teaching. European Early Childhood Education Research Journal, 1-13
Open this publication in new window or tab >>Nature of science in early years science teaching
2021 (English)In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, p. 1-13Article in journal (Refereed) Published
Abstract [en]

The research field of science education has gathered questions about what science is, how scientific knowledge is developed and in what ways humans are involved in these processes under the umbrella concept ‘nature of science’ (NOS). Previous research has suggested that teaching ought to focus much more on these issues, but so far the focus has been on older children and students, while there is a lack of research on NOS teaching for the youngest children (up to six years). In this conceptual article,we suggest that NOS should be taught from the outset, and thus be part of science teaching in the early years. We put forward arguments as to why this early introduction coupled to the overall values and aims of democracy and social justice is important, and elaborate on the kind of NOS issues that could be included in science teaching aimed at the youngest children.

Keywords
Nature of science, NOS, early years science, social justice, democracy, Naturvetenskapernas karaktär, Förskola, Demokrati
National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-22363 (URN)10.1080/1350293X.2021.1968463 (DOI)000688346600001 ()
Note

This work was supported by the research platform ‘Collaboration for Learning’ at Kristianstad University, Sweden [2017-2312-519, 2018-2312-557 and 2019-2312-590].

Available from: 2021-08-27 Created: 2021-08-27 Last updated: 2021-09-09Bibliographically approved
Leden, L. & Hansson, L. (2020). Introducing the human elements of science through a context-rich thematic project. In: William F. McComas (Ed.), Nature of science in science instruction: rationales and strategies (pp. 697-709). Cham: Springer Publishing Company
Open this publication in new window or tab >>Introducing the human elements of science through a context-rich thematic project
2020 (English)In: Nature of science in science instruction: rationales and strategies / [ed] William F. McComas, Cham: Springer Publishing Company, 2020, p. 697-709Chapter in book (Other academic)
Place, publisher, year, edition, pages
Cham: Springer Publishing Company, 2020
National Category
Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-21245 (URN)10.1007/978-3-030-57239-6_38 (DOI)978-3-030-57238-9 (ISBN)978-3-030-57239-6 (ISBN)
Available from: 2020-09-29 Created: 2020-09-29 Last updated: 2020-11-10Bibliographically approved
Leden, L. & Andersson, H. (2020). Skönlitteratur som didaktiskt redskap för lärande av naturvetenskap. In: : . Paper presented at Kvalitetskonferens, Högskolan Kristianstad.
Open this publication in new window or tab >>Skönlitteratur som didaktiskt redskap för lärande av naturvetenskap
2020 (Swedish)Conference paper, Oral presentation only (Other (popular science, discussion, etc.))
National Category
Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-21244 (URN)
Conference
Kvalitetskonferens, Högskolan Kristianstad
Available from: 2020-09-29 Created: 2020-09-29 Last updated: 2020-10-02Bibliographically approved
Jönsson, A. & Leden, L. (2020). Sårbarhet i skolans bedömnings- och betygspraktik. In: Barbro Bruce (Ed.), Från sårbarhet till hållbarhet i lärande och undervisning: (pp. 77-88). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Sårbarhet i skolans bedömnings- och betygspraktik
2020 (Swedish)In: Från sårbarhet till hållbarhet i lärande och undervisning / [ed] Barbro Bruce, Lund: Studentlitteratur AB, 2020, p. 77-88Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2020
National Category
Pedagogy
Identifiers
urn:nbn:se:hkr:diva-21386 (URN)9789144138824 (ISBN)
Available from: 2020-11-25 Created: 2020-11-25 Last updated: 2020-11-25Bibliographically approved
Leden, L., Hansson, L. & Ideland, M. (2020). The mangle of school science practice: teachers’ negotiations of two nature of science activities at different levels of contextualization. Science Education, 104(1), 5-26
Open this publication in new window or tab >>The mangle of school science practice: teachers’ negotiations of two nature of science activities at different levels of contextualization
2020 (English)In: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 104, no 1, p. 5-26Article in journal (Refereed) Published
Abstract [en]

Nature of science (NOS) has increasingly been emphasized as an important element in science education. This paper engages in the question of how teachers negotiate different approaches to and contexts for NOS teaching. This exploratory study is part of a three‐year longitudinal project where six in‐service teachers developed and negotiated their NOS‐teaching practices. Pickering's (1995) theory of the mangle of practice is used for the analysis of teachers’ focus‐group discussions. In a mangled practice, school science traditions, policy documents, and students’ and teachers’ expectations and identities are rubbed against each other. As part of the project teachers planned, implemented, and reflected on two NOS activities at different levels of contextualization. The concepts alignment, resistance, and accommodation are used as an analytical tool to understand the processes of the mangle in relation to teachers’ negotiations concerning the two activities during the focus groups. The results of the mangle are presented in relation to a backdrop of three teaching traditions (facts, lab‐work, and discussions) that the teachers’ claim to depart from. The results show how the alignment and resistance of different components of the mangle lead to various accommodations as regards both the activities and the three traditions. The article concludes by discussing how the teachers’ negotiations highlight what becomes possible and what becomes challenging when NOS meets existing traditions, and what this means in respect of possibilities for NOS learning.

National Category
Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-20101 (URN)10.1002/sce.21553 (DOI)000495742900001 ()
Available from: 2019-11-12 Created: 2019-11-12 Last updated: 2021-01-20Bibliographically approved
Hansson, L. & Leden, L. (2019). Challenging stereotypical images of science: suggestions for the reading of science trade books in the early years. Journal of Emergent Science, 17, 32-38
Open this publication in new window or tab >>Challenging stereotypical images of science: suggestions for the reading of science trade books in the early years
2019 (English)In: Journal of Emergent Science, ISSN 2046-4754, E-ISSN 2046-4754, Vol. 17, p. 32-38Article in journal (Refereed) Published
National Category
Didactics
Identifiers
urn:nbn:se:hkr:diva-19775 (URN)
Available from: 2019-08-15 Created: 2019-08-15 Last updated: 2021-03-18Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8255-3607

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