From Doing to Learning: Changed focus during a pre-school learning study project on organic decomposition

Abstract

We explored the use of the learning study (LS) model in developing Swedish pre-school science learning. This was done by analysing a 3-cycle LS project implemented to help a group of preschool teachers (n ¼ 5) understand their science educational practice, by collaboratively and systematically challenging it. Data consisted of video recordings of 1 screening (n ¼ 7), 1 initial planning meeting, 3 analysis meetings, 3 interventions, and 78 individual test interviews with the children (n ¼ 26). The study demonstrated that the teachers were initially uncomfortable with using scientific concepts and with maintaining the children's focus on the object of learning without framing it with play. During the project, we noted a shift in focus towards the object of learning and how to get the children to discern it. As teachers' awareness changed, enhanced learning was noted among the children. The study suggests that the LS model can promote preschool science learning as follows: by building on, re-evaluating, and expanding children's experiences; and by helping the teachers focus on and contrast critical aspects of an object of learning, and to reflect on the use of play, imagination, and concepts and on directing the children's focus when doing so. Our research showed that the LS model holds promise to advance pre-school science learning by offering a theoretical tool useable to shift the focus from doing to learning while teaching science using learning activities.

Project-based learning: A review of the literature

“…Habok concluded that the use of concept maps in school practice holds promise as a visual expression tool in promoting understanding of connections and causalities. Another study with pre-school science teachers in Sweden (Ljung-Djärf, Magnusson & Peterson, 2014) argued that a learning study project model (a kind of action research that combines variation theory with the concept of lesson study) has the potential to promote pre-school science.…”

“…Some studies have applied the principles of project-based learning with pre-service teachers and claimed that student-teachers can become better problem-solvers (Mettas & Constantinou, 2008), can gain benefits from formative assessment (Frank & Barzilai, 2002) and become more aware of the object of learning which can then lead to enhanced learning among pre-school children (Ljung-Djärf, Magnusson & Peterson, 2014).…”

“…This study reported mixed results in learning outcomes for the study participants because of contradictions found in the activity system (e.g. inequitable divisions of labour, perceived lack of time due to community obligations or opposition to the rules governing the activity in the modules).Some studies have applied the principles of project-based learning with pre-service teachers and claimed that student-teachers can become better problem-solvers (Mettas & Constantinou, 2008), can gain benefits from formative assessment (Frank & Barzilai, 2002) and become more aware of the object of learning which can then lead to enhanced learning among pre-school children (Ljung-Djärf, Magnusson & Peterson, 2014).The review of the literature indicated certain factors that can help facilitate the adoption of project-based teaching instruction in the classroom. These are summarised in the section that follows.…”

Playful Learning about Light and Shadow: A Learning Study Project in Early Childhood Education

“…Previous studies have identified factors such as the use of language, concepts, and illustrations as possible stumbling blocks (Cunningham et al, 2009;Ljung-Djärf et al, 2014;Sträng & Åberg-Bengtsson, 2009) to "staying on the science track" when the learning situation is framed in a playful way. In line with, for example, Cunningham et al (2009), this project suggests that it is important for teachers to have sufficient knowledge of what they want the children to experience and learn regarding the science content in focus.…”

“…A few internationally published studies have reported on research intended to develop education and learning in ECE settings with the aid of the model. These studies present promising results in line with the school-based studies described above, concluding that the model: 1) develop teachers' understanding of children's learning, challenging and developing ECE practice related to content (Björklund, 2012a, b); 2) enables teachers, by building on and re-evaluating children's experiences, to focus on and contrast potential critical aspects of an object of learning (Ljung-Djärf, 2013); and 3) enables teachers to reflect on the use of play and imagination (Landgren, Svärd, & Wennås Brante, 2013;Ljung-Djärf, Magnusson, & Peterson, 2014). Although previous studies have produced some promising results, further LS research into ECE practices is warranted.…”