Science in Early Childhood Education – Student teachers’ experiences
2016 (English)In: Abstract Book, 2016Conference paper, Abstract (Refereed)
Develop knowledge about different ways students experience Science in preschool, before and after a onesemestercourse with science content in preschool teacher education. The current national curriculum entails179discussions about pedagogical consequences for preschool and preschool teacher education. Aims for emergentscience, children as 'beings' or 'becomings' (Qvortrup et al. 1994, Eshach, 2006, Fleer, 2013), and teachercompetencies need to be problematized (Roychoudhury, 2012, Sundberg & Ottander, 2013). The theoreticalframework is based on phenomenography focusing on developmental pedagogy (Marton & Booth, 1997,Pramling Samuelsson & Asplund Carlsson, 2008). A questionnaire has been distributed (pre/post) a courseincluding science and practice teaching, in preschool teacher education. A phenomenographic analysis of 107student responses revealing qualitatively different ways of experiencing is analysed for individual shifts. Theresearch adheres to the ethical guidelines of the Swedish Research Council. All participants are informed andagree to voluntary and anonymous participation with right to abandon participation. Many students saw scienceas biology/nature and several did not adjust even though chemistry and physics were taught. Few students werenegative towards science, none after the course. Most students described what and why perspectives, but fewdeveloped a synthesised view. Both teacher and child centred perspectives were used, use of a compositeperspective increased in the post-test. The importance of establishing, and explicitly addressing, studentteachers' experiences of science, and traditions of early childhood education. An inclusive discussion ofpreschool teachers' experiences and the benefits of connecting science teaching in pre-service education torealities in preschools.
Place, publisher, year, edition, pages
Preschool, physics, chemistry, pre-service teacher education; beings perspective
IdentifiersURN: urn:nbn:se:hkr:diva-15762OAI: oai:DiVA.org:hkr-15762DiVA: diva2:954552
26th EECERA ANNUAL CONFERENCE HAPPINESS, RELATIONSHIPS, EMOTION & DEEP LEVEL LEARNING’ Dublin, Ireland, 31st August – 3rd September 2016