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The role of intermediary objects of learning in early years chemistry and physics
Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Research Platform Collaboration for Education. (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, Research Platform Collaboration for Education. (BALU)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. Kristianstad University, Research Platform Collaboration for Education. (LISMA)ORCID iD: 0000-0003-4792-8749
Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Faculty of Education, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, Research Platform Collaboration for Education. (LISMA)ORCID iD: 0000-001-7276-5422
2020 (English)In: Early Childhood Education Journal, ISSN 1082-3301, E-ISSN 1573-1707Article in journal (Refereed) Epub ahead of print
Abstract [en]

The overall aim of the present study is to study model-based teaching and collaborative inquiry learning of chemical processes and physical phenomena in preschool, with a specific focus on the verbal communication established between teachers and children (4-5 years old). According to variation theory, learning is always directed at a specific content, called the object of learning. This study aims at highlighting what ‘threatens’ the teacher’s and preschool children’s intersubjectivity during the teaching of chemistry and physics content, and at discussing possible ways to continue the teaching of an object of learning, once sufficient intersubjectivity in a teaching/learning situation has been lost. The result shows the need for the teacher to divide and split a larger object of learning, such as e.g. water purification, into smaller learning steps ‘on the way’ in order to hinder breaks in intersubjectivity that otherwise may arise. We introduce the notion of ‘overarching object of learning’ and ‘intermediary object of learning’, and the intermediary objects of learning identified in this study are categorized as belonging to three different themes: the role of words, the role of theoretical models and science concepts and the role of analogies and abstractions. The teacher’s awareness of intermediary objects of learning as critical aspects for children’s individual learning is crucial for the teaching of everyday science in a preschool setting.

Place, publisher, year, edition, pages
2020.
Keywords [en]
preschool, pre-service teacher education, early years chemistry and physics
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Didactics
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URN: urn:nbn:se:hkr:diva-20233DOI: 10.1007/s10643-020-01016-wOAI: oai:DiVA.org:hkr-20233DiVA, id: diva2:1383164
Available from: 2020-01-07 Created: 2020-01-07 Last updated: 2020-01-17Bibliographically approved

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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 didaktikResearch Platform Collaboration for EducationAvdelningen för utbildningsvetenskap inriktning fritidshem och förskolaForskningsmiljön Barndom, Lärande och Utbildning (BALU)Avdelningen för Pedagogik
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2324252627282926 of 30
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