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Ways of dealing with science learning: a study based on Swedish early childhood education practice
Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). (LISMA)ORCID-id: 0000-0001-7276-5422
Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).ORCID-id: 0000-0003-3109-3943
Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). (LISMA)ORCID-id: 0000-0002-4331-6078
2017 (engelsk)Konferansepaper, Publicerat paper (Annet vitenskapelig)
Abstract [en]

The Swedish school system offers curriculum-based early childhood education (ECE) organised as preschool (for 0–5-year-olds) and preschool class (for 6-year-olds).The intention to create a playful and educational environment based on children ’s perspectives, interests, and questions is strongly based on historical and cultural traditions. This article develops knowledge of ECE teachers ’approaches to science-learning situations. The study applies a phenomenographic approach.The analysis is based on approximately 9.5 hours of video documentation of teacher-led and child-initiated Swedish ECE science activities. We identified two descriptive categories and four subcategories dealing with science-learning situations: (A) making anything visible, containing the three subcategories (Aa) addressing everyone, (Ab) addressing everything, and (Ac) addressing play and fantasy; and (B) creating a shared space for learning (Ba) addressing common content. These categories are related to how efforts to take advantage of children ’s perspectives are interpreted and addressed in educational practice. The article discusses and exemplifies the use of various categories and their potential implications for ECE learning practice.

sted, utgiver, år, opplag, sider
2017.
HSV kategori
Identifikatorer
URN: urn:nbn:se:hkr:diva-17345OAI: oai:DiVA.org:hkr-17345DiVA: diva2:1146899
Konferanse
OMEP Conference, Opatija, 21st – 24th June 2017.
Tilgjengelig fra: 2017-10-04 Laget: 2017-10-04 Sist oppdatert: 2017-11-30bibliografisk kontrollert

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Gustavsson, Laila

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