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
Science in Early Childhood Education - Teachers' communication
Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. (LISMA)
Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. (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
2016 (English)In: Abstract Book, 2016Conference paper, Abstract (Refereed)
Abstract [en]

To develop knowledge about how science is communicated by the teachers in the preschool context, specificallyteachers' communication about science while planning the intended object of learning. Preschool teachers'attitudes and perceptions of the mission, and what the child in preschool should and can learn, is of outmostimportance for work with science, but also preschool teachers' knowledge of both science and science education(Eshach & Fried, 2005; Fleer, 2009; Thulin, 2011). However, the mission is manifold and further investigations ofhow different aspects come into play when planning science activities are needed. The theoretical framework isprimarily based on phenomenography focusing on developmental pedagogy (Marton & Booth, 1997; PramlingSamuelsson & Asplund Carlsson, 2008). Design-based research (Barab & Squire, 2004) is used to develop andimplement viable practices concerning science activities with a focus on communication. Video and audio areused to collect data. The research adheres to the ethical guidelines of the Swedish Research Council. Allparticipants and children's caregivers are informed and agree to voluntary and anonymous participation with aright to abandon participation. The video-data collection of teachers planning consecutive activities withchildren focusing the intended object of learning (forces and motion) is on-going. Initially, the teachers tend tofocus prerequisites and other aspects of their mission, the relation to the object of learning will be problematizedduring the symposium. The importance of content specific and educational knowledge, and teachers'experiences of their mission is stressed. The significance and complexity of this intertwined perspectives arediscussed.

Place, publisher, year, edition, pages
2016.
Keyword [en]
preschool, communication, physics, teachers, intended object of learning
National Category
Didactics
Identifiers
URN: urn:nbn:se:hkr:diva-15763OAI: oai:DiVA.org:hkr-15763DiVA: diva2:954557
Conference
26th EECERA ANNUAL CONFERENCE 'HAPPINESS, RELATIONSHIPS, EMOTION & DEEP LEVEL LEARNING’ Dublin, Ireland, 31st August – 3rd September 2016
Available from: 2016-08-23 Created: 2016-08-23 Last updated: 2016-10-13Bibliographically approved

Open Access in DiVA

No full text

Search in DiVA

By author/editor
Hellberg, LinaThulin, SusanneRedfors, Andreas
By organisation
Research environment Learning in Science and Mathematics (LISMA)Avdelningen för PedagogikAvdelningen för Naturvetenskap
Didactics

Search outside of DiVA

GoogleGoogle Scholar

Total: 20 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