hkr.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Ways of dealing with science learning: a study based on Swedish early childhood education practice
Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). (LISMA)ORCID iD: 0000-0001-7276-5422
Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).ORCID iD: 0000-0003-3109-3943
Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). (LISMA)ORCID iD: 0000-0002-4331-6078
2017 (English)Conference paper, Published paper (Refereed)
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.

Place, publisher, year, edition, pages
2017.
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hkr:diva-17345OAI: oai:DiVA.org:hkr-17345DiVA: diva2:1146899
Conference
Paper presented at OMEP Conference, Opatija, 21st – 24th June 2017.
Available from: 2017-10-04 Created: 2017-10-04 Last updated: 2017-10-04

Open Access in DiVA

No full text

Search in DiVA

By author/editor
Thulin, SusanneGustavsson, LailaJonsson, AgnetaLjung Djärf, Agneta
By organisation
Research environment Learning in Science and Mathematics (LISMA)Avdelningen för PedagogikForskningsmiljön Barndom, Lärande och Utbildning (BALU)Forskningsmiljön Forskning Relationell Pedagogik (FoRP)
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

Total: 8 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf