Abstract

Children’s learning of science through movie making

Marie Fridberg, fil dr.

Abstract: We report on 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.

 

Ways of dealing with science learning: A study based on Swedish early childhood education practice

Laila Gustavsson, Agneta Jonsson, Agneta Ljung Djärf och Susanne Thulin

Abstract: The Swedish school system offers a curriculum based early childhood education (ECE) organized as preschool (0-5-year-olds) and pre-school class (6-year-olds). The intention to create a playful and educational environment based on children’s perspectives, interests and questions is strongly built on historical and cultural traditions. The aim of this article is to develop knowledge about ECE teacher’s approaches to and ways of dealing with science learning situations. The study is guided by a Phenomenographic approach. The analysis is based on approximately 9.5 hours of video documentation from Swedish ECE activities on science issues. The empirical material consists of teacher-led, as well as child initiated activities. The project was guided by the ethics standards set by the Swedish Research Council. Two categories of description and four subcategories of dealing with science learning situations have been identified;  (A) To make anything visible, containing the three sub-categories (Aa) addressing everyone, (Ab) addressing everything, (Ac) addressing play and fantasy and (B) To create a shared space of learning (Ba) addressing a common content. These categories are understood as related to how efforts to take advantage of children’s perspectives is interpreted and dealt with in the educational practice. In the article, we discuss and exemplify the use of various categories and its potential implications on ECE learning practice.

Key words; children’s perspectives, early childhood education, phenomenography, science learning, teacher’s approaches.

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