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  • 51.
    Thulin, Susanne
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning fritidshem och förskola.
    Att undervisa naturvetenskap i förskolan2020In: Innehållets didaktik i förskolan / [ed] Camilla Björklund & Ingrid Pramling Samuelsson, Stockholm: Liber, 2020, 1, p. 63-73Chapter in book (Other academic)
    Abstract [sv]

    I förskolan ska barn få möta och bekanta sig med innehåll som rör naturvetenskap, men det naturvetenskapliga kunskapsområdet kan i praktiken få sin tolkning på flera sätt som förståelse för omvärlden och som arbetssätt. Syftet med det här kapitlet är att presentera några didaktiska överväganden att beakta och inspireras av vid planering och genomförande av undervisning som rör kunskapsområdet naturvetenskap.

  • 52.
    Thulin, Susanne
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Barn vill veta: vuxna vill styra och lära ut på sitt sätt2012In: Socialpolitik, ISSN 1104-6376, no 3, p. 32-34Article in journal (Other academic)
  • 53.
    Thulin, Susanne
    Kristianstad University, School of Teacher Education.
    Barns frågor under en naturvetenskaplig aktivitet i förskolan2010In: Nordisk Barnehageforskning, ISSN 1890-9167, Vol. 3, no 1, p. 27-40Article in journal (Refereed)
    Abstract [sv]

    In this study children´s questions during theme work about soil are analysed. Children´s questions are seen as expressions for children´s learning and sense making. Activities in preschool are abserved through video recordings. Twelve children, three to five years are included in the study. The results are presented on the basis of the focus of the children´s questions and discussed in relation to children´s perspectives,  learning and the development of the theme work over time. The results point at children´s questions as important didactic starting points when interacting about a specific content.

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  • 54.
    Thulin, Susanne
    Kristianstad University, School of Education and Environment. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Children's questions during a science activity in preschool2010Conference paper (Refereed)
    Abstract [en]

    In this study children’s questions during a science activity concerning what soil is, are analysed. The empirical study has its background in research on children’s learning (Pramling Samuelsson & Asplund Carlsson, 2003, 2008) and a new view of the Swedish preschool’s commissions (Ministry of Education and science, 1998; memorandum U2008). Children are seen as active in their own learning and as developing on the basis of their own experiences in communication with the surrounding world (Pramling Samuelsson & Asplund Carlsson, 2003). In preschool, children shall develop knowledge about different contents, areas of knowledge. One such content is science (Ministry of Education and Science, 1998).  Through the history of preschool, the object of learning has seldom been in focus of the activity. Instead, methods and attitudes have been given precedence (Pramling Samuelsson & Asplund Carlsson, 2008).  The ideal of preschool education has over time been characterized as a tradition where children’s development of personality has been given priority over children’s knowledge development (Thulin, 2006). On the basis of Fritzell’s (2004) interpretation of the education concept, it can be expressed as preschool has had its focus on “who you will become” rather than “what you will know”. With the curriculum of preschool and the government’s claim about an emphasised pedagogically task for the preschool (memorandum U2008/6144/S) the concern on children’s learning of different contents in preschool has increased. For these reasons, there is a need of a discussion about what a changed commission can mean and what pedagogical consequences it may have for activities in preschools and teachers actions. Questions about what may constitute a relevant content and didactic are on the agenda (Persson, 2008; Pramling Samuelsson et al., 2008; Thulin, 2006). In teaching contexts, the importance of the teacher’s questions is often pointed out. Several researchers call attention to the importance of so-called open questions where the child generates a reply, in contrast to so-called closed questions where there is a correct and expected answer on behalf of the teacher (Doverborg & Pramling Samuelsson, 2003). In an investigation into what happens with the object of learning in preschool (Thulin, 2006), the analysis of the teacher-child conversation showed a discussing climate. However, when the communication was studied more in detail, a traditional pedagogy of an asking teacher and a replying child was visible. Questions by a child were often met by another (new) question from the teacher and the child’s question remained unanswered. The result of the study (Thulin, 2006) also showed that when the teacher’s questions seemed to get precedence in a learning situation, children risked to be left to their one own search after sense and meaning. The results imply the importance of a more close analysis of what children ask questions about during work with a specific content. In this study, children’s questions during a work with a scientific phenomenon (what soil is) in preschool are studied. Children’s questions are here seen as an expression of their experiences and search for sense and understanding (cf. Marton & Booth, 2000; Siraj-Blachford & Mac Leod-Brudenell, 2003). The empirical data of the study has been generated through video observations of scientific activities in preschool. Twelve children (3-5 years) and three teachers participate in the study. The results are presented on the basis of the focus of the children’s questions and discussed in relation to children’s perspectives, learning and the theme work over time. The results show that children to large extent have the actual (intended) content in focus and that children’s questions constitute an important didactic starting point when interacting about a specific content.

     

  • 55.
    Thulin, Susanne
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Children’s questions during a science activity in preschool2012Conference paper (Refereed)
  • 56.
    Thulin, Susanne
    Kristianstad University, School of Teacher Education.
    Children's questions during a science activity in preschool2010In: Active citizenship: abstracts, Malmö: Nordic Educational Research Association (NERA) , 2010, p. 40-41Conference paper (Other academic)
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    FULLTEXT01
  • 57.
    Thulin, Susanne
    Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Communication about natural science in early childhood education in Sweden.2013In: Research school in Childhood, Learning and Didactics: Framework and ongoing research Part II / [ed] Ingegerd Tallberg Broman, 2013Conference paper (Refereed)
  • 58.
    Thulin, Susanne
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Förskolan och naturvetenskapen2016In: Naturvetenskap i ett förskoleperspektiv: kreativa lärandeprocesser / [ed] Susanne Thulin, Malmö: Gleerups Utbildning AB, 2016, p. 15-29Chapter in book (Other academic)
  • 59.
    Thulin, Susanne
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Göra naturvetenskap i förskolan - med fokus på kommunikation2015Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Boken handlar om naturvetenskap i förskolan, men har också didaktiska anspråk. Här berörs förskollärares inställning till sitt uppdrag i förskolan, till innehållsområdet naturvetenskap och till hur man kan arbeta med naturvetenskap.

  • 60.
    Thulin, Susanne
    Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    How to deal with a specific content?: Teachers and children communicate about ecological phenomena in a Swedish preschool2013In: Variation theory in early childhood education focus on learning: focus on learning / [ed] Agneta Ljung Djärf, 2013Conference paper (Refereed)
    Abstract [en]

    On the basis of a new view of the Swedish preschool’s commissions it has been argued that preschool children (1-6 years) shall develop knowledge of different content areas. For these reasons, there is a need of a discussion about what a changed commission can mean and what pedagogical consequences it may have for activities in preschools and teachers actions. Questions about what may constitute a relevant content and didactic are on the agenda.

    One content area the commission highlighted is natural science and one important aspect of this is to make ecological phenomena visible in children’s everyday life. The aim of the present paper is to report on a study of verbal communication between teachers and children in preschool about ecological phenomena. Children are here seen as active in their own learning and that develops on the basis of their own experiences in communication with the surrounding world. A preschool unit was followed by video observation during two months when working on themes about life in a tree stump. 21 children (3-6 years) and three teachers participate in the study. The empirical data consists of video observations. Focusing the verbal communication the data observations have been transcribed. The transcriptions were analysed from the know-what and the know-how aspect of learning. The result is presented on the basis of the communication of the what-perspective and is discussed in terms of what is noticed and how the children’s understandings are communicated.  The connections between children’s ability to understand and communicate their observations, as well as the role of the preschool teacher dealing with a specific content are finally discussed.

  • 61.
    Thulin, Susanne
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, Faculty of Education, Department of Educational Sciences specializing in Pre-School and After School Care, Teaching and Learning. Kristianstad University, Research Platform Collaboration for Education.
    Hållbara samtal: för ett hållbart lärande2021In: Varsamt & nyfiket: Vägen till hållbar utveckling i förskolan / [ed] Erika Wallin, Stockholm: Lärarförlaget , 2021, 1, p. 165-178Chapter in book (Other academic)
  • 62.
    Thulin, Susanne
    Kristianstad University, School of Education and Environment.
    Lärares tal och barns nyfikenhet: kommunikation om naturvetenskapliga innehåll i förskolan2011Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of this thesis is to generate new knowledge about how children and teachers communicate scientific contents in preschool. The general research question is formulated as: How do the object of learning and the act of learning appear in communication about scientific contents in preschool? This thesis is a collection of three (previously published) empirical studies and takes shape in the encounter between a projected knowledge acquisition task for preschool and the educational tradition of preschool.

    The research approach is based primarily on phenomenography focussing on developmental pedagogy. The results are discussed in relation to situated learning and the assumptions about the task of preschool characterising the social practice that is brought to light. The thesis is based on the assumption that teachers are bearers of taken-for-granted ideas about what the ‘good preschool’ is, and that these ideas affect the way they interpret new tasks.

    The empirical basis consists of video observations from two preschools working with different thematic projects: Life in the tree stump and How soil is formed. The analysis is delimited to the verbal communication occurring between children and teachers about the scientific content. The children are aged between three and six years. All observations have been transcribed to text and analysed according to the following research questions: Study I: (i) What is communicated as the object of learning in the theme work about natural scientific phenomena in the preschool studied? (ii) What acts of learning appear in the communication of the object of learning? Study II is a re-analysis of the linguistic usage in the empirical data from Study I. Research questions of Study II are: is there any systematic pattern in the use of anthropomorphic speech regarding (i) who uses this language, (ii) when it is used and (iii) what it is used for? Study III is delimited to children’s perspective, and the research questions are: (i) What do children ask about during theme work with a natural scientific process in preschool? (ii) Can any tendency towards change be discerned with regard to what kind of questions children ask in the course of the theme work?

    The results have thrown light on what natural science is in these preschools, a questioning teacher, an education ideal as an interpretative framework and children’s meeting with the object of learning. The results are discussed in relation to a feasible didactic perspective based on the educational ideal of preschool and in relation to a critical didactic perspective concerning teachers’ will, courage and competence to make the content visible. Finally, with the implementation of the raised knowledge task for preschool in mind, prominence is given to the need of critical reflection over the role of language as maintaining a discourse and the concepts established.

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  • 63.
    Thulin, Susanne
    Kristianstad University, Department of Behavioural Sciences.
    Miljön som innehåll och arbetssätt2004In: Förskoletidningen, ISSN 0348-0364, no 3, p. 22-28Article in journal (Refereed)
  • 64.
    Thulin, Susanne
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Naturvetenskap i ett förskoleperspektiv: kreativa lärandeprocesser2016Collection (editor) (Other academic)
    Abstract [sv]

    I förskolans läroplan har ämnet naturvetenskap fått en framträdande plats. Men när förskolans lärare tillsammans med barnen ska göra naturvetenskap till praktik uppstår många frågor. Vad kan naturvetenskap förstås som? Hur kan uppdraget om naturvetenskap i förskolan realiseras? Hur kan barns erfarenheter och föreställningar mötas och tas tillvara och samtidigt utmanas till fördjupat lärande? Det finns inte ett sätt att göra detta, utan flera.

    Den här boken erbjuder en mängd didaktiska perspektiv som berör såväl valet av innehåll som förhållningssätt och metoder grundade i beprövad erfarenhet och vetenskap.

    Bokens syfte är att synliggöra, diskutera och utveckla kunskap om hur naturvetenskap som kunskapsområde i förskolan kan förstås och få sin praktiska utövning. I bokens olika kapitel ges både teoretiska och praktiska redskap som är användbara vid planering, genomförande, utvärdering och utveckling av innehållsområdet.

  • 65.
    Thulin, Susanne
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Naturvetenskap i förskolan – på skoj eller med allvar?2012In: Förskoletidningen, ISSN 0348-0364, Vol. 37, no 1, p. 25-32Article in journal (Other (popular science, discussion, etc.))
  • 66.
    Thulin, Susanne
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, Faculty of Education, Department of Educational Sciences specializing in Pre-School and After School Care, Teaching and Learning. Kristianstad University, Research Platform Collaboration for Education.
    Naturvetenskap och ett undersökande arbetssätt2021In: Förskollärarens metod och vetenskapsteori / [ed] Annica Löfdahl & Katarina Ribaeus, Stockholm: Liber , 2021, 1, p. 132-145Chapter in book (Other academic)
  • 67.
    Thulin, Susanne
    Kristianstad University, School of Education and Environment.
    Prosjektarbeid i barnehagen: en bærende tanke med ulike tolkningar2008In: Barnehagefolk, ISSN 1500-6905, no 1, p. 22-31Article in journal (Refereed)
  • 68.
    Thulin, Susanne
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Samlingsrapport: för forskningscirkel med Naturvetenskaplig inriktning genomförd på Högskolan Kristianstad HT 15-VT 162016Collection (editor) (Other academic)
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  • 69.
    Thulin, Susanne
    Kristianstad University, Department of Behavioural Sciences.
    Vad händer med lärandets objekt?: en studie av hur lärare och barn i förskolan kommunicerar naturvetenskapliga fenomen2006Licentiate thesis, monograph (Other academic)
    Abstract [en]

    Det övergripande syftet med detta forskningsarbete är att undersöka hur lärare i förskolan i samtal med barn tar sig an en i Läroplan för förskolan (1998) framskriven innehållsaspekt. Den innehållsaspekt som är i fokus är naturvetenskap. De forskningsfrågor som ställs är: Vad kommuniceras som objekt för lärande i ett naturvetenskapligt sammanhang i förskolan? Vilka akter av lärande framkommer i kommunicerandet av lärandets objekt? Studiens teoretiska referensram utgår från fenomenografi och sociokulturell teori, med särskild förankring i utvecklingspedagogisk forskning. Forskningsprojektet genomfördes på en förskoleavdelning med barn i åldern tre till sex år. Situationer med ett naturvetenskapligt innehåll har dokumenterats med videokamera. Lärarnas ”intended object of learning” var ’Livet i stubben’. Observationerna har skrivits ut i text med fokus på de dialoger som förekom mellan lärare och barn. Materialet har analyserats utifrån lärandets objekt och lärandets akt. Vid en fördjupad analys används tre nivåer av metareflekterande samtal. Denna analys har som syfte att visa i vilken mån det aktuella objektet synliggörs inom de tre nivåerna. Resultatanalysen av lärandets objekt visar på en variation av samtalstema. Resultatanalysen av lärandets akt har synliggjort ’akter som riktning’ och ’akter som uttryckssätt’. Vad som händer med lärandets objekt i förskolan diskuteras i termer av det meningsfulla sammanhanget, betydelsen av att uppfatta sammanhanget och lärarnas goda intentioner med innehållet. Resultaten pekar på att akter som uttryckssätt riskerar att bli ett redskap för innehållets anpassning till rådande omsorgs-, lek- och lärandepraktik. Avslutningsvis problematiseras lärandets objekt i relation till förskolans bildningsideal och framtida vägval för förskolan diskuteras.

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  • 70.
    Thulin, Susanne
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Gustavsson, Laila
    Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Att beskriva och analysera kvalitativa förändringar i pedagogers sätt att tala om undervisning och naturvetenskap som innehåll i förskolans verksamhet2015Conference paper (Refereed)
    Abstract [sv]

    Att beskriva och analysera kvalitativa förändringar i pedagogers sätt att tala om undervisning och naturvetenskap som innehåll i förskolans verksamhet

    Qualitative changes in teachers’ ways of talking about teaching and science as content in preschool practice

    Laila Gustavsson och Susanne Thulin, Kristianstad University

    The aim of the research project presented here is to analyze and describe how pre-school teachers during an in-service training period develop theoretical knowledge about focusing the content when planning for teaching science in pre-school. This particular training period can be seen as needed due to a new school 16

     

    law and a revised curriculum for Swedish pre-schools in 2011, where the concept teaching in pre-school is used for the first time and different content areas as mathematics and science is highlighted. The variation theory is here used as a framework for analysis as well as for the pre-school teachers planning for teaching in pre-school (Marton & Booth, 1997). The theory is developed from the phenomenographic approach and can be described in terms of learning object, critical aspects, discernment, simultaneity, variation and a shared space of learning (Marton, 2014). The results in a phenomenographic study is an outcome space of categories describing qualitatively different ways of experiencing the same phenomenon. 30 pre-school teachers from 10 different pre-schools in nine different municipalities participated in the project. The empirical material consist of a questionnaire with open ended questions as the preschool teachers answered in the beginning and in the end of the training period, and of group reports as were written from scientific projects. The study has followed the ethical guidelines of the Swedish Research Council (2002). The results can be discussed as a number of critical aspects in relation to teachers' learning as: ways of understand the concept of variation, to discern the object of learning and a shared space of learning. One important factor to point out concerning the design of in-service training is the importance of keeping together theories of children’s learning and the learning object (science).

    References

    Marton, F. (2014). Necessary Conditions of Learning. New York: Routledge.

    Marton, F., & Booth, S. (1997). Learning and awarness. Mahwah, NJ: Erlbaum Associates.

    Swedish Research Council. (2002). Forskningsetiska principer inom humanistisk och samhällsvetenskaplig forskning [Ethical Guidelines for Humanities and Social Science. Stockholm: Vetenskapsrådet.

     

  • 71.
    Thulin, Susanne
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Gustavsson, Laila
    Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Qualitative changes in teachers’ ways of talking about teaching and science as content in preschool practice2015Conference paper (Other academic)
    Abstract [sv]

    Qualitative changes in teachers’ ways of talking about teaching and science as content in preschool practicepresentationsformat: Muntlig presentationabstract: The aim of the research project presented here is to analyze and describe how pre-school teachers during an in-service training period develop theoretical knowledge about focusing the content when planning for teaching science in pre-school. This particular training period can be seen as needed due to a new school law and a revised curriculum for Swedish pre-schools in 2011, where the concept teaching in pre-school is used for the first time and different content areas as mathematics and science is highlighted. The variation theory is here used as a framework for analysis as well as for the pre-school teachers planning for teaching in pre-school (Marton & Booth, 1997). The theory is developed from the phenomenographic approach and can be described in terms of learning object, critical aspects, discernment, simultaneity, variation and a shared space of learning (Marton, 2014). The results in a phenomenographic study is an outcome space of categories describing qualitatively different ways of experiencing the same phenomenon. 30 pre-school teachers from 10 different pre-schools in nine different municipalities participated in the project. The empirical material consist of a questionnaire with open ended questions as the preschool teachers answered in the beginning and in the end of the training period, and of group reports as were written from scientific projects. The study has followed the ethical guidelines of the Swedish Research Council (2002). The results can be discussed as a number of critical aspects in relation to teachers' learning as: ways of understand the concept of variation, to discern the object of learning and a shared space of learning. One important factor to point out concerning the design of in-service training is the importance of keeping together theories of children’s learning and the learning object (science).Key-word: Preschool teacher, In-service training, Teaching, Science, Variation theory, Phenomenography

  • 72.
    Thulin, Susanne
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Hellberg, Lina
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Redfors, Andreas
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Backman, Anna
    Gothenburg University.
    Science communication in Early Childhood Education: examples from Swedish preschools2017Conference paper (Other academic)
    Abstract [en]

    Preschool in Sweden is a voluntary school form entailing education and play. A national curriculum with learning goals regulates educational activities, and prescribes covering science. This mission affects practices, teachers' knowledge, and competences. Didactical approaches, in relation to children's learning are on the agenda. We will discuss and problematize teaching of science based on three research reports. The research adheres to the ethical guidelines of the Swedish Research Council.

    (1) Science communication – children and teachers

    Firstly we report from a design-based research project where viable science practices were developed and implemented with a focus on communication. Collected video data was analysed based on phenomenography and developmental pedagogy. Analysis of teachers’ planning of consecutive activities with children focusing the intended object of learning (forces and motion) is presented. The importance of content,  educational knowledge, and teachers' experiences of their mission is discussed.

    (2) Science communication – children and tablets

    Secondly we report on a study of the potential of tablets as scaffolds in collaborative inquiry-based science learning in preschools. Specifically, we have investigated the role of Time-lapse photography and Slowmation production in scaffolding communication and learning. The theoretical framework is phenomenography  and developmental pedagogy. Video and qualitative data measures were collected. The potential of teachers, children and researchers jointly developing, enacting and evaluating learning processes supported by tablets in preschool is discussed.

    (3) Science communication – booktalks about shadows

    Thirdly we report on a study about opportunities for children in preschool to discern the physical phenomenon ‘shadow’ in conversations from various children's books. The theoretical framework is variation theory with phenomenography as an analysing method. Research results based on children´s perspective will be discussed in order to show how children perceived shadow, when talking about literature that contains fiction, visual art as well as scientific illustrations. 

  • 73.
    Thulin, Susanne
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Helldén, Gustav
    Kristianstad University, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Opening doors for learning ecology in preschool2011In: Educational encounters: Nordic studies in early childhood didactics / [ed] N. Pramling & I. Pramling Samuelsson, Dordrecht: Springer , 2011, p. 65-84Chapter in book (Other academic)
    Abstract [en]

    The purpose of this chapter is to give examples of what emergent science can mean for preschool practice. Children are seen as active in their own learning in communication with others. They experience the world around them with curiosity including a special sensitivity, alertness and a sense of wonder. Empirical examples which are reported build on teachers’ and 3 to 6 years old children’s work with “animals in a tree stump”. Children’s experiences of ecological phenomena are related to their interaction with the teachers. The analysis shows that children have a growing curiosity to learn more about different scientific phenomena. There is a need for teachers to recognise and use the possibilities to challenge children to develop deeper understanding of a scientific content area. If teachers meet children’s questions seriously such an approach can be a foundation for the development of children’s understanding, a lifelong learning and learning for a sustainable future.

     

    Empirical examples which are used built on a preschool’s work with ‘animals in a tree stump’ with special relations to organisms need for food, space, water and air. We will also discuss the characterizations of air, food and water in relation to children’s’ experiences and teachers interactions. Children three to six years old and teachers take part in the study.

     

    The analysis shows that children have a growing curiosity to learn more about different scientific phenomenons. It is also showed that there is a need for teachers to recognise and to use the possibilities to challenge children to develop deeper understanding of scientific phenomenon. If teachers meet children’s questions seriously it could be a foundation for lifelong and sustainable learning.

  • 74.
    Thulin, Susanne
    et al.
    Kristianstad University, School of Education and Environment. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Teachers and children communicate about ecological phenomena in a Swedish prescool2010Conference paper (Refereed)
    Abstract [en]

    On the basis of an increasing awareness about the importance of ecological questions and the need for a sustainable development, it has been argued that Swedish preschool children shall develop knowledge also about natural science. One important aspect of this is to make ecological phenomena visible in children’s every day life. The aim of the present paper is to report on a study of verbal communication between teachers and children in preschool about ecological phenomena. Children are here seen as active in their own learning and that develops on the basis of their own experiences in communication with the surrounding world. 21 children (3-6 years) and three teachers participate in the study. Six of the 21 children do not have Swedish as their first language.  A preschool unit was followed by video observation during two months when working on themes about life in a tree stump and decomposition of leaves. Focusing the verbal communication the data observations have been transcribed. Then the transcriptions were analysed from the know-what and the know-how aspect of learning. The result is presented on the basis of the communication of the what-perspective and is discussed in terms of what is noticed and how the children’s understandings are communicated.  Finally we discuss the connections between children’s ability to understand and communicate their observations, as well as the role of the preschool teacher and education for a sustainable development.

  • 75.
    Thulin, Susanne
    et al.
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Vad händer med lärandets objekt i förskolan?: En fallstudie av hur lärare i förskolan kommunicerar naturvetenskapliga fenomen2006In: Naturfagsdidaktikkens mange facetter: Proceedings fra den 8. nordiske forskersymposium om undervisning i naturfag / [ed] L Bering, J Dolin, L B Krogh, J Solberg, H Sorensen & R Troelsen, Köpenhamn: Danmarks Pædagogiske Universitets Forlag , 2006, p. 503-509Conference paper (Other (popular science, discussion, etc.))
  • 76.
    Thulin, Susanne
    et al.
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Helldén, Gustav
    Kristianstad University, School of Education and Environment. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Vad händer med naturvetenskapen i förskolan?: En studie av hur lärare i förskolan kommunicerar naturvetenskapliga fenomen2006Conference paper (Refereed)
  • 77.
    Thulin, Susanne
    et al.
    Kristianstad University, School of Education and Environment. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Jonsson, Agneta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    An aesthetic dimension of children’s experienced world?2010Conference paper (Refereed)
    Abstract [en]

    In this presentation we want to elucidate children’s own experiences and the other is an aesthetic dimension of learning. In modern education children’s experiences are considered to be a starting point for their learning and development. To take advantage of and make use of each child’s knowledge seems to be a pedagogical consequence in the learning processes. The concept of aesthetics has often got a one-sided interpretation as a methodical support for learning and development. The tendency is to view aesthetic expressions as a method related to children’s development and acquisition of knowledge. The purpose of this study is to find out how aesthetics can be seen as one dimension of children’s experienced world. The study took place in a pre-school setting with children 3-5 year of age. The data consist of video observations in situations where teachers and children work with science content or more specifically they investigated; “What is soil?” The data are analyzed qualitatively. Three categories of children’s experienced world can be discerned and seen as related to three different ways of acting. On a general level one conclusion is, that aesthetics is a natural part of children’s experienced world and that it is of importance for children equal right in their meaning making. Strong or weak aesthetics in a learning situation will be further discussed and problemized.

  • 78.
    Thulin, Susanne
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Jonsson, Agneta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Att göra bruk av barns perspektiv2013In: Barndom, lärande och ämnesdidaktik / [ed] Pramling Samuelsson, Ingrid & Tallberg Broman, Ingegerd, Lund: Studentlitteratur , 2013, 1, p. 43-58Chapter in book (Other academic)
  • 79.
    Thulin, Susanne
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Jonsson, Agneta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    Child perspectives and children's perspectives: a concern for teachers in preschool2014In: Educare 2014:2: Childhood, Learning and Didactics / [ed] Lotta Bergman (huvudredaktör), Ingegerd Ericsson, Nanny Hartsmar, Lena Lang, Caroline Ljungberg, Thomas Småberg och Johan Söderman, Malmö: Malmö högskola , 2014, no 2, p. 13-37Chapter in book (Refereed)
    Abstract [en]

    The aim of this article is to study and problematize the importance of the communicative approach of teachers related to child perspectives and children’s perspectives as well as the meaning for children's learning. The article is based on empirical material from two observational studies of preschool teachers at two Swedish preschools, children aged between 1 and 6. One theoretical basis of this article is that teachers not only ought to observe the understanding children are carriers of. Teachers also have to make use of the understanding in the continuing learning process to be able to support children's learning. Children need to be given the opportunity to be aware of and experience how their own understanding can be linked to new experiences. The results reveal qualitatively distinct communicative approaches with regard to how teachers verbally engage in and make use of what children are occupied with. The discussion relates this to child perspectives combined with children’s perspectives as a didactic basis.

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  • 80.
    Thulin, Susanne
    et al.
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, Faculty of Education, Avdelningen för utbildningsvetenskap inriktning fritidshem och förskola.
    Jonsson, Agneta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Faculty of Education, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Undervisning i förskolan: om möjligheter att integrera förskolans bildningsideal med nya uppdrag2018In: Barn, ISSN 0800-1669, no 3-4, p. 95-108Article in journal (Refereed)
    Abstract [en]

    Syftet med denna artikel är att mot bakgrund av förskolans bildningsideal och betydelsen av att göra brukav barns perspektiv bidra till diskussionen om undervisningsbegreppets innebörd i ett förskoleperspektiv.Forskningsfrågan är hur undervisning i förskolan kan förstås i såväl spontant uppkomna som planeradeundervisningssituationer, då barns perspektiv beaktas i relation till lärandets innehåll. Med utgångspunkti empiri synliggörs och diskuteras didaktiska förhållningssätt som rör förskollärarens roll i relation tillbarns perspektiv och aktuellt objekt för lärande. Förskollärare i Sverige har som uppdrag att hanterasåväl spontant uppkomna som planerade lek- och lärandetillfällen där barns erfarenheter och kunnandeintegreras, stöds och utmanas i ett undervisande syfte. Diskussionen belyser beaktande av barns perspektiv som en utgångspunkt för undervisningsbegreppets definition samt väcker frågor kring utvecklingoch förändring av såväl förskollärares kompetens som förskolans verksamhet. Artikeln avslutas medreflektioner kring den svenska förskolans bildningstradition relaterat till nya uppdrag och möjliga vägar.

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  • 81.
    Thulin, Susanne
    et al.
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, Faculty of Education, Department of Educational Sciences specializing in Pre-School and After School Care, Teaching and Learning.
    Jonsson, Agneta
    Kristianstad University, Faculty of Education, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, Research Platform Collaboration for Education. Kristianstad University, Faculty of Education, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, Faculty of Education, Department of Educational Sciences specializing in Pre-School and After School Care, Teaching and Learning.
    Redfors, Andreas
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Department of Mathematics and Science Education. Kristianstad University, Research Platform Collaboration for Education.
    Fridberg, Marie
    Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Department of Mathematics and Science Education. Kristianstad University, Research Platform Collaboration for Education. Kristianstad University, Faculty of Education, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Modellbaserad undervisning av kemi och fysik i förskolan2021Conference paper (Other academic)
  • 82.
    Thulin, Susanne
    et al.
    Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Ljung Djärf, Agneta
    Kristianstad University, Research environment Learning Design (LeaD). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Mårdsjö Olsson, Ann-Charlotte
    Göteborgs Universitet.
    Förskolans uppdrag2013In: Learning Study i förskolan / [ed] Mona Holmqvist Olander, Lund: Studentlitteratur , 2013, 1Chapter in book (Other academic)
  • 83.
    Thulin, Susanne
    et al.
    Kristianstad University, School of Teacher Education.
    Pramling, Niklas
    The Linnaeus Centre for Research on Learning, Interaction and Mediated Communication in Contemporary Society (LinCS), University of Gothenburg.
    Anthropomorphically speaking: on communication between teachers and children in early childhood biology education2009In: International Journal of Early Years Education, ISSN 0966-9760, E-ISSN 1469-8463, Vol. 17, no 2, p. 137-150Article in journal (Refereed)
    Abstract [en]

    In this study a particular kind of figurative language, so-called anthropomorphic speech, is analysed in the context of science activities in a preschool setting. Anthropomorphism means speaking about something non-human in human terms. Can any systematic pattern be seen with regard to when such speech is used? Do children and/or teachers introduce this kind of talking and how is it responded to by the interlocutor(s)? Of 128 instances of anthropomorphism found, 24 were made by the children and 104 by the teachers. Children sometimes respond in line with the introduction of such speech but they also at times reject this way of speaking. Anthropomorphic speech is discussed as a strategy for the teachers in handling the dilemma of how to connect with children's experiences and terms, on the one hand, and developing children's understanding, on the other hand.

  • 84.
    Thulin, Susanne
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Redfors, Andreas
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Student preschool teachers' experiences of science and its role in preschool2017In: Early Childhood Education Journal, ISSN 1082-3301, E-ISSN 1573-1707, Vol. 45, no 4, p. 509-520Article in journal (Refereed)
    Abstract [en]

    This article reports on student preschool teachers’ views of science and its role in preschool. Three cohorts of students have been given a written questionnaire with open-ended questions before and after a one-semester course including science (specifically Chemistry and Physics) in a 3.5-year preschool teacher programme in Sweden. The science content in the course is integrated with other subjects and lecturers with different subject backgrounds work together in forming an integrated and meaningful context. A phenomenographic qualitative analysis of responses to the questionnaires before and after the course is presented. The analysis gave that many students equate science with biology (nature studies), and several did not adjust this view even though chemistry and physics were explicitly taught. Surprisingly few students were negative towards science, none after the course. However, several remain hesitantly positive. Most students described ‘what’ and ‘how’ perspectives of science, but few developed a synthesised view of science activities. However, there was a shift towards a more integrated perspective after the course. Also the quality and eloquence of the students’ response were noticeably improved in responses given after the course. Prior expectations and implications of the results for preschool teacher education are discussed.

  • 85.
    Thulin, Susanne
    et al.
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Åkerblom, Annika
    Göteborgs universitet.
    Vikström, Anna
    Luleå tekniska universitet.
    Naturvetenskap i förskoleperspektiv: kreativa utvecklingsprocesser2016Conference paper (Other academic)
  • 86.
    Økland Sortland, Merete
    et al.
    Norge.
    Tikkanen, Tarja
    Norge.
    Presthus Heggen, Marianne
    Norge.
    Holter, Kari
    Norge.
    Langholm, Guri
    Norge.
    Broström, Stig
    Danmark.
    Bollingberg, Karen
    Danmark.
    Damgaard, Birgitte
    Danmark.
    Frøkjær, Thorleif
    Danmark.
    Gustavsson, Laila
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Ladstein, Sigve
    Norge.
    Grutle Nappen, Kari
    Norge.
    Norddahl, Kristin
    Island.
    Harju-Luukkainen, Heidi
    Finland.
    Staffans, Eva
    Finland.
    Thulin, Susanne
    Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Barndom, Lärande och Utbildning (BALU).
    Kvalitet i barnehagelærerutdanning i naturvitenskap: en fellesnordisk studiemodul2017In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 13, no 1, p. 97-111Article in journal (Refereed)
    Abstract [en]

    This article presents a new joint Nordic study module consisting of a theoretical framework, the kindergarten teacher students’ case study and a reflection talk, in natural science for the kinder-garten teacher education. The module is developed through an interdisciplinary collaboration in the Nordplus network: Learning of science concepts by kindergarten children: Nordic study module for the kindergarten teacher education (NATGREP), with science and quality in the kindergarten teacher education in focus. The introduction describes the Nordic kindergartens shortly, and concepts as quality and competence are shortly discussed. It is followed by the module’s theoretical framework. Then the study module’s development process is described accompanied by reflections of the student’s case studies in relation to the theoretical framework. At the end, the work with the study module is summarised, and the main conclusion is that the study module contributes positively to the students’ skills development, both in science and quality.

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