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This paper reports on a project aiming to extend the current understanding of how emerging technologies, i.e. tablets, can be used in preschools to support collaborative learning of real-life science phenomena. The potential of tablets to support collaborative inquiry-based science learning and reflective thinking in preschool is investigated through the analysis of teacher-led activities on science, including children making timelapse photography and Slowmation movies. A qualitative analysis of verbal communication during different learning contexts gives rise to a number of categories that distinguish and identify different themes of the discussion. In this study, groups of children work with phase changes of water. We report enhanced and focused reasoning about this science phenomenon in situations where timelapse movies are used to stimulate recall. Furthermore, we show that children communicate in a more advanced manner about the phenomenon, and they focus more readily on problem solving when active in experimentation or Slowmation producing contexts.
Title:Teacher talk and children's queries: Communication about natural science in early childhood education Language: Swedish with a summary in English
Childrens questions during science education in ECEC: In this study children's questions during theme work about what is soil are analysed. Children's questions are seen as expressions for children's experiencing and sense making. Activities in preschool are observed through video recordings. Twelve children, three to five years, and three teachers 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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