A Cultural-Historical Study of Children Learning Science

Fleer, Marilyn; Pramling, Niklas

doi:10.1007/978-94-017-9370-4

Cited by 54 publications

(23 citation statements)

References 49 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In goal-directed preschool, an integrated STEM approach fits well with the didactics of early childhood education that is at present applied in the classroom. Teachers need to be carriers of both knowledge of the content and updated skills on how to generate situations that support the learning of their children (Fleer and Pramling, 2015;Thulin and Redfors, 2016). In the words of Fleer, "The challenge goes beyond content knowledge to teacher beliefs and pedagogy practices" (Fleer, 2009(Fleer, : 1074.…”

Section: Didactical Framework Of Stem and Robotics Stem And Sciencementioning

confidence: 99%

Robotics and Early-years STEM Education: The botSTEM Framework and Activities

Greca

Terceño

Fridberg

et al. 2020

European Journal of STEM Education

View full text Add to dashboard Cite

botSTEM is an ERASMUS+ project aiming to raise the utilisation of inquiry-based collaborative learning and robots-enhanced education. The project outputs are specifically aimed to provide in-and pre-service teachers in Childhood and Primary Education and children four-eight years old, with research-based materials and practices that use integrated Science Technology Engineering Mathematics (STEM) and robot-based approaches, including code-learning, for enhancing scientific literacy in young children. This article presents the outputs from the botSTEM project; the didactical framework underpinning the teaching material, addressing pedagogy and content. It is a gender inclusive pedagogy that makes use of inquiry, engineering design methodology, collaborative work and robotics. The article starts with a presentation of the botSTEM toolkit with assorted teaching practices and finishes with examples of preliminary results from a qualitative analysis of implemented activities during science teaching in preschools. It turns out that despite perceived obstacles that teachers initially expressed, the analysis of the implementations indicates that the proposed STEM integrated framework, including inquiry teaching and engineering design methodologies, can be used with children as young as four years old.

show abstract

Section: Didactical Framework Of Stem and Robotics Stem And Sciencementioning

confidence: 99%

Robotics and Early-years STEM Education: The botSTEM Framework and Activities

Greca

Terceño

Fridberg

et al. 2020

European Journal of STEM Education

View full text Add to dashboard Cite

show abstract

“…However, content knowledge is not the only requirement. Research also points out teachers' pedagogical content knowledge and attitudes to scienceviews on their mission and taken for granted assumptionsas having impact on children's learning (Fleer, 2015;Hundeide, 2003;Spektor-Levy, Baruch, & Mevarech, 2013;Thulin, 2011).…”

Section: Teaching Science In Preschoolmentioning

confidence: 99%

“…Above this, many researchers point out the quality of the communication which is established between children and teacher as a key factor for children's possibilities to learn (Fleer & Pramling, 2015;Pramling Samuelsson & Asplund Carlsson, 2008;Thulin, 2011;Thulin & Jonsson, 2014). These statements have caught our interest and the aim with this study is to develop knowledge about the communication established between teacher and children and in relation to an 'object of learning' in preschool, that is the knowledge or ability that children should develop about a specified content (Marton, 2014;Pramling Samuelsson & Asplund Carlsson, 2008).…”

Section: Teaching Science In Preschoolmentioning

confidence: 99%

Teaching chemistry and physics in preschool: a matter of establishing intersubjectivity

Fridberg

Jönsson

Redfors

et al. 2019

International Journal of Science Education

View full text Add to dashboard Cite

This paper describes analysis of teaching instances that are part of an in-service preschool teachers programme about chemistry and physics in preschool. The aim is to develop knowledge about the communication established between teacher and children in relation to an object of learning, specifically the role of intersubjective communication in relation to an object of learning. A set of science activities with a specified object of learning was developed in groups of teachers and researchers. A qualitative analysis of the communication in relation to the chosen object of learning was performed. The focus of the analysis was excerpts representing differences in intersubjectivity related to the object of learning and what can be said to characterise the communication between teachers and children in these situations. The results show that intersubjectivity can occur in different ways with different consequences for children's opportunities to experience the intended object of learning. In connection to this, the importance of teachers having a mutual simultaneity in the communication with children about a specific content is highlighted. The teachers have to create links between the child's perspective and the object of learning. Intermediary objects of learning are discussed as supporting elements in the conquest of new knowledge.

show abstract

“…Moreover, both activities can also be considered from a sociocultural/constructivist perspective, which is based upon the collective-not the individual-nature of learning (see Fleer, 2009, 20013;Fleer & Pramling, 2014).…”

Section: Final Commentsmentioning

confidence: 99%

“…Over the last two decades there has been a growing interest in early childhood science education (e.g., Chaille & Britain, 2003;Eshach & Fried, 2005;Fleer, 2009;Fleer & Pramling, 2014;Gerde, Schachter, & Wasik, 2013;Trundle & Sackes, 2015). The reason behind this interest is that early experiences in the sciences can help develop in young children attitudes toward science and learning.…”

Section: Introductionmentioning

confidence: 99%

The Construction of Scientific Knowledge at an Early Age: Two Crucial Factors

Anastasiou¹,

Kostaras²,

Kyritsis³

et al. 2015

View full text Add to dashboard Cite

This article presents and justifies a proposal for the priority of two activities in the early childhood curriculum, namely, those of "storytelling" and the "movement of objects". Given, on the one hand, the growing interest in science activities for very young children, and the notion of "developmental appropriateness" on the other, the concern about early experiences in physical science is both pressing and legitimate. In the light of such concern, the idea that children should simply participate in interesting activities or in activities that in general enrich their experiential background, needs to be reconsidered. Given that the construction of scientific knowledge involves the construction of relationships among concepts and ideas, and presupposes curiosity and affective imagination, science stories with a science content that captures the imagination of the child, and activities involving the movement of objects appear to be more pedagogically appropriate than other activities. Therefore they should be given priority in the curriculum.

show abstract

A Cultural-Historical Study of Children Learning Science

Cited by 54 publications

References 49 publications

Robotics and Early-years STEM Education: The botSTEM Framework and Activities

Robotics and Early-years STEM Education: The botSTEM Framework and Activities

Teaching chemistry and physics in preschool: a matter of establishing intersubjectivity

The Construction of Scientific Knowledge at an Early Age: Two Crucial Factors

Contact Info

Product

Resources

About