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Science in early childhood education: children and tablets
Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
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).ORCID iD: 0000-0001-7276-5422
2016 (English)Conference paper, (Refereed)
Abstract [en]

Research aims

To extend current understanding of how emerging technologies, i.e tablets, can be used in pre-schools to support collaborative learning of real-life science phenomena.

Relationship to previous research works

We continue our study of the potential of tablets as scaffolds in collaborative inquiry-based science

learning in preschools. We investigate the role of Timelapse photography and Slowmation production in scaffolding communication and learning during work with light and shadow. The teaching attempts to synthesise the two domains defined by Eshach (2006) for children´s science learning: content and

investigations.

Theoretical and conceptual framework

The theoretical framework is primarily based on phenomenography focusing on developmental pedagogy. (Marton & Booth, 1997, Pramling Samuelsson & Asplund Carlsson, 2008).

Paradigm, methodology and methods

Design-based research (Barab & Squire, 2004) is used to bridge the worlds of academia with the realities of educational practice, to foster viable practices. A mixed-methods approach, including video and qualitative and quantitative data measures is used.

Ethical Considerations

The research will adhere 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.

Main finding or discussion

In this paper we report on an on-going project where children investigate light and shadow by constructing, discussing, formulating and using explanatory models during work with time-lapse and Slowmations. (Fridberg et al. 2016).

Implications, practice or policy

The potential of teachers, students and researchers jointly developing, enacting and evaluating learning processes supported by ubiquitous technologies in pre-school will be discussed. Slowmation production focus explanatory models of science experiences and elicits critical aspects of the learning object.

Place, publisher, year, edition, pages
2016.
Keyword [en]
Emergent science, pre-school, ubiquitous technologies, collaborative learning, physics
National Category
Natural Sciences
Identifiers
URN: urn:nbn:se:hkr:diva-15740OAI: oai:DiVA.org:hkr-15740DiVA: diva2:953302
Conference
EECERA (European Early Childhood Education Research Association)‘HAPPINESS, RELATIONSHIPS, EMOTION & DEEP LEVEL LEARNING’, Dublin, Ireland, 31st August – 3rd September 2016
Available from: 2016-08-17 Created: 2016-08-17 Last updated: 2017-05-08Bibliographically approved

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Fridberg, MarieRedfors, AndreasThulin, Susanne
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Research environment Learning in Science and Mathematics (LISMA)Avdelningen för NaturvetenskapAvdelningen för Pedagogik
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Citation style
  • apa
  • harvard1
  • ieee
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Language
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  • Other locale
More languages
Output format
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