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Teaching chemistry and physics in preschool: a matter of establishing intersubjectivity
Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. (LISMA)ORCID iD: 0000-0003-0513-1221
Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning fritidshem och förskola. Kristianstad University, Faculty of Education, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).ORCID iD: 0000-0002-6978-7513
Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. (LISMA)ORCID iD: 0000-0003-4792-8749
Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning fritidshem och förskola. (LISMA)ORCID iD: 0000-0001-7276-5422
2019 (English)In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 41, no 17, p. 2542-2556Article in journal (Refereed) Published
Abstract [en]

This paper describes analysis of teaching instances that are part of an in-service preschool teachers programme about chemistry and physics in preschool. The aim is to develop knowledge about the communication established between teacher and children in relation to an object of learning, specifically the role of intersubjective communication in relation to an object of learning. A set of science activities with a specified object of learning was developed in groups of teachers and researchers. A qualitative analysis of the communication in relation to the chosen object of learning was performed. The focus of the analysis was excerpts representing differences in intersubjectivity related to the object of learning and what can be said to characterise the communication between teachers and children in these situations. The results show that intersubjectivity can occur in different ways with different consequences for children’s opportunities to experience the intended object of learning. In connection to this, the importance of teachers having a mutual simultaneity in the communication with children about a specific content is highlighted. The teachers have to create links between the child’s perspective and the object of learning. Intermediary objects of learning are discussed as supporting elements in the conquest of new knowledge.

Place, publisher, year, edition, pages
2019. Vol. 41, no 17, p. 2542-2556
Keywords [en]
intersubjectivity, object of learning, preschool, early years science
National Category
Didactics
Identifiers
URN: urn:nbn:se:hkr:diva-20106DOI: 10.1080/09500693.2019.1689585ISI: 000496575600001OAI: oai:DiVA.org:hkr-20106DiVA, id: diva2:1370768
Projects
https://www.hkr.se/fykeforsk
Note

This research project is funded by the Research platform Learning in Cooperation, Kristianstad University.

Available from: 2019-11-18 Created: 2019-11-18 Last updated: 2019-12-09Bibliographically approved

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Jonsson, AgnetaRedfors, Andreas

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Fridberg, MarieJonsson, AgnetaRedfors, AndreasThulin, Susanne
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Research environment Learning in Science and Mathematics (LISMA)Avdelningen för matematik- och naturvetenskapernas didaktikAvdelningen för utbildningsvetenskap inriktning fritidshem och förskolaForskningsmiljön Barndom, Lärande och Utbildning (BALU)Forskningsmiljön Forskning Relationell Pedagogik (FoRP)Forskningsmiljön Arbete i skolan (AiS)
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26272829303132 32 of 32
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