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From doing to learning: changed focus during a pre-school learning study project on organic decomposition
Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). (LISMA)ORCID-id: 0000-0002-4331-6078
Högskolan Kristianstad, Sektionen för lärande och miljö.
Högskolan Kristianstad, Sektionen för lärande och miljö.
2014 (Engelska)Ingår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 36, nr 4, s. 659-676Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

We explored the use of the learning study (LS) model in developing Swedish pre-school science learning. This was done by analysing a 3-cycle LS project implemented to help a group of pre-school teachers (n?=?5) understand their science educational practice, by collaboratively and systematically challenging it. Data consisted of video recordings of 1 screening (n?=?7), 1 initial planning meeting, 3 analysis meetings, 3 interventions, and 78 individual test interviews with the children (n?=?26). The study demonstrated that the teachers were initially uncomfortable with using scientific concepts and with maintaining the children's focus on the object of learning without framing it with play. During the project, we noted a shift in focus towards the object of learning and how to get the children to discern it. As teachers? awareness changed, enhanced learning was noted among the children. The study suggests that the LS model can promote pre-school science learning as follows: by building on, re-evaluating, and expanding children's experiences; and by helping the teachers focus on and contrast critical aspects of an object of learning, and to reflect on the use of play, imagination, and concepts and on directing the children's focus when doing so. Our research showed that the LS model holds promise to advance pre-school science learning by offering a theoretical tool useable to shift the focus from doing to learning while teaching science using learning activities.

Ort, förlag, år, upplaga, sidor
2014. Vol. 36, nr 4, s. 659-676
Nyckelord [en]
Learning study, Early childhood education, Science learning, Variation theory
Nationell ämneskategori
Pedagogik
Identifikatorer
URN: urn:nbn:se:hkr:diva-10982DOI: 10.1080/09500693.2013.822604ISI: 000336504200006OAI: oai:DiVA.org:hkr-10982DiVA, id: diva2:642105
Tillgänglig från: 2013-08-20 Skapad: 2013-08-20 Senast uppdaterad: 2017-12-06Bibliografiskt granskad

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Avdelningen för PedagogikForskningsmiljön Forskning Relationell Pedagogik (FoRP)Forskningsmiljön Learning in Science and Mathematics (LISMA)Sektionen för lärande och miljö
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