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From doing to learning: changed focus during a pre-school learning study project on organic decomposition
Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). (LISMA)ORCID iD: 0000-0002-4331-6078
Kristianstad University, School of Education and Environment.
Kristianstad University, School of Education and Environment.
2014 (English)In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 36, no 4, p. 659-676Article in journal (Refereed) Published
Abstract [en]

We explored the use of the learning study (LS) model in developing Swedish pre-school science learning. This was done by analysing a 3-cycle LS project implemented to help a group of pre-school teachers (n?=?5) understand their science educational practice, by collaboratively and systematically challenging it. Data consisted of video recordings of 1 screening (n?=?7), 1 initial planning meeting, 3 analysis meetings, 3 interventions, and 78 individual test interviews with the children (n?=?26). The study demonstrated that the teachers were initially uncomfortable with using scientific concepts and with maintaining the children's focus on the object of learning without framing it with play. During the project, we noted a shift in focus towards the object of learning and how to get the children to discern it. As teachers? awareness changed, enhanced learning was noted among the children. The study suggests that the LS model can promote pre-school science learning as follows: by building on, re-evaluating, and expanding children's experiences; and by helping the teachers focus on and contrast critical aspects of an object of learning, and to reflect on the use of play, imagination, and concepts and on directing the children's focus when doing so. Our research showed that the LS model holds promise to advance pre-school science learning by offering a theoretical tool useable to shift the focus from doing to learning while teaching science using learning activities.

Place, publisher, year, edition, pages
2014. Vol. 36, no 4, p. 659-676
Keywords [en]
Learning study, Early childhood education, Science learning, Variation theory
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:hkr:diva-10982DOI: 10.1080/09500693.2013.822604ISI: 000336504200006OAI: oai:DiVA.org:hkr-10982DiVA, id: diva2:642105
Available from: 2013-08-20 Created: 2013-08-20 Last updated: 2017-12-06Bibliographically approved

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Ljung-Djärf, Agneta

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Avdelningen för PedagogikForskningsmiljön Forskning Relationell Pedagogik (FoRP)Research environment Learning in Science and Mathematics (LISMA)School of Education and Environment
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International Journal of Science Education
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