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The role of science in Swedish pre-schools: children’s collaborative learning scaffolded by iPads
Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). (LISMA)
Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). (LISMA)ORCID iD: 0000-0003-4792-8749
Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). (LISMA)ORCID iD: 0000-0001-7276-5422
2014 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

To extend current understanding of how emerging technologies, i.e. iPads, can be used in pre-schools to support collaborative learning of real-life science phenomena. Research on the potential of web-based technologies to support collaborative inquiry-based science learning in schools (Redfors et al. 2013) is continued by investigating the role of stop-motion animations (Fleer, 2013, Hoban, 2007) in developing children’s understanding of science phenomena, by synthesising the two domains defined by Eshach (2006) for kids’ science learning, content and investigations. The theoretical framework is primarily based on phenomenography focusing on developmental pedagogy (Marton & Booth, 1997, Pramling Samuelsson & Asplund Carlsson, 2008). Design-based research (Barab & Squire, 2004) is used to bridge the worlds of academia and theory with the realities, complexities, and constraints of educational practice, and foster viable practices. A mixed-methods approach, including video and qualitative and quantitative data measures is used. The research adheres to the ethical guidelines of the Swedish Research Council. All participants and children’s caregivers are informed and agree to voluntary and anonymous participation with a right to abandon participation. In this paper we report on the first phase of the project where videos of children’s work with constructing and discussing time-lapse and stop motion sequences of science phenomena have been analysed within our theoretical framework. Stop-motion animations (Fleer 2013) help children, teachers and students to more consciously consider concepts. We see a great potential in work where teachers, students and researchers jointly develop, enact and evaluate learning processes supported by ubiquitous technologies in pre-school.

Place, publisher, year, edition, pages
2014.
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Didactics
Identifiers
URN: urn:nbn:se:hkr:diva-13235OAI: oai:DiVA.org:hkr-13235DiVA: diva2:766245
Conference
24rd EECERA Conference
Available from: 2014-11-26 Created: 2014-11-26 Last updated: 2016-04-01Bibliographically approved

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  • apa
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