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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 Forskning Relationell Pedagogik (FoRP). (BALU)ORCID-id: 0000-0003-3109-3943
Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. (BALU)ORCID-id: 0000-0002-6978-7513
Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik.ORCID-id: 0000-0002-4331-6078
Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).ORCID-id: 0000-0001-7276-5422
2016 (engelsk)Inngår i: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 38, nr 11, s. 1867-1881Artikkel i tidsskrift (Fagfellevurdert) Published
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
2016. Vol. 38, nr 11, s. 1867-1881
Emneord [en]
Children’s perspectives, early childhood education, phenomenography, science learning, teachers’ approaches
HSV kategori
Identifikatorer
URN: urn:nbn:se:hkr:diva-15759DOI: 10.1080/09500693.2016.1220650ISI: 000383408800009OAI: oai:DiVA.org:hkr-15759DiVA, id: diva2:954245
Tilgjengelig fra: 2016-08-22 Laget: 2016-08-22 Sist oppdatert: 2017-07-31bibliografisk kontrollert

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Gustavsson, LailaJonsson, AgnetaLjung-Djärf, AgnetaThulin, Susanne

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