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Book talks as an approach to nature of science teaching in early childhood education
Kristianstad University, Faculty of Education, Department of Mathematics and Science Education. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Research Platform Collaboration for Education. (LISMA)ORCID iD: 0000-0003-3175-5185
Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Department of Mathematics and Science Education. Kristianstad University, Research Platform Collaboration for Education. (LISMA)ORCID iD: 0000-0002-8255-3607
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, Department of Educational Sciences specializing in Pre-School and After School Care, Teaching and Learning. Kristianstad University, Research Platform Collaboration for Education. (LISMA)ORCID iD: 0000-0001-7276-5422
2020 (English)In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 42, no 12, p. 2095-2111Article in journal (Refereed) Published
Abstract [en]

This article focuses on the need for increased attention to content issues and working methods for science teaching in Early Childhood Education (ECE). Science education research emphasises the importance of not only focusing on specific phenomena, but also on the Nature of Science (NOS). NOS teaching deals with questions about what science is, how scientific knowledge is developed and in what ways humans are involved in these processes. An inclusion of such issues is important if common stereotypical images of science and scientists are to be challenged. Previous research has suggested that NOS can be taught through book talks connected to trade books. However, there is a lack of empirical studies at the ECE level supporting this suggestion. Thus, this article reports from the first part of a project in which researchers and teachers explored book talks as a possibility to introduce NOS in early years science (children between 1 and 5 years old). Data consists of book talks (N=48) around two picture trade books led by five preschool teachers preceded by a teacher-researcher workshop on NOS and NOS teaching. The results show that discussions on a variety of NOS issues is possible in an ECE context. These results are discussed in relation to previous literature on both NOS teaching and science in the early years.

Place, publisher, year, edition, pages
2020. Vol. 42, no 12, p. 2095-2111
Keywords [en]
Nature of science; NOS; picture trade books; book talks; early childhood education; science
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hkr:diva-21217DOI: 10.1080/09500693.2020.1812011ISI: 000568946800001OAI: oai:DiVA.org:hkr-21217DiVA, id: diva2:1468908
Available from: 2020-09-18 Created: 2020-09-18 Last updated: 2021-03-18Bibliographically approved

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Hansson, LenaLeden, LottaThulin, Susanne
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Department of Mathematics and Science EducationResearch environment Learning in Science and Mathematics (LISMA)Research Platform Collaboration for EducationForskningsmiljön Barndom, Lärande och Utbildning (BALU)Department of Educational Sciences specializing in Pre-School and After School Care, Teaching and Learning
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International Journal of Science Education
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