Oi! Sjå på den! – Funn av naturelement som utgangspunkt for utforskande naturfaglege samtalar mellom barn (5-6 år) og pedagogar

Abstract

The study examines what characterizes situations that facilitate young children´s participation in exploratory scientific dialogues in outdoor education. By using action cameras mounted to the chest of three children (5-6 years) and two pedagogues during an outdoor session, recordings of 106 scientific dialogues are identified and analyzed in terms of categories describing the communicative project (the purpose) of the dialogues. These categories are: exploring, informing/presenting, and calling for attention. Children´s findings of nature elements initiated 60% of the scientific dialogues between children and pedagogues. Children´s utterances as “Look at this!” are often starting points for these dialogues. It is showed how pedagogues can extend the dialogue by using follow-up questions and encouraging children in applying their senses when exploring their findings. The study also indicates that visiting an area that offers rich possibilities of experiences and findings of nature elements, could enhance the children´s participation in exploratory scientific dialogues.

Young children’s questions about science topics when situated in a natural outdoor environment: a qualitative study from kindergarten and primary school

“…This supports the assumptions made earlier based on Chouinard et al (2007) and Thulin's (2010) findings, that contexts where children are presented to both living and non-living objects originating from nature might enhance question-asking in the children. These findings are also in line with Skalstad (2020) and Waters and Maynard (2010), who found that nature elements seem to trigger engagement and interest in the children.…”

“…According to Thulin (2006), this may leave the child to seek his/her own explanations. However, other studies have shown that having an open dialogue with the children may provide the children with good learning opportunities and deeper understanding and knowledge of nature (Gustavsson & Pramling, 2014;Skalstad, 2020). It is therefore evident that to take full advantage of the learning opportunities in situations where children ask questions, it is important to have knowledge about children's questioning as well as the teacher's responses to these.…”

“…Studies of preschool-and schoolchildren exploring in a natural outdoor environment show that children's findings of elements and objects like e.g. insects, plants, rocks or puddles, in the following called nature elements, seem to interest and engage the children (Skalstad, 2020;Waters & Maynard, 2010). Natural outdoor environment is here defined as an area outside the kindergarten or school's area that is largely unaffected by human intervention like e.g.…”

An Emerging Concentric Spatial Turn for Sustainable Systems: Beyond the Diametric Spatial Frame in Bacon’s View of Humans as Apart from and above the Natural World towards Being-Alongside Nature

“…These natural environmental resources may include life science and nature (e.g., leaves, rotting logs, insects, animals and sea life, plants, and trees) and Earth science (e.g., rocks and gems, bubbles, water, and the ocean) [74]. Studies of preschool-and school-children exploring in a natural outdoor environment show that children's findings of natural elements and objects (e.g., insects, plants, rocks, or puddles) seem to interest and engage the children [75,76]. The natural outdoor environment is here defined as an area outside the kindergarten or school's area that is largely unaffected by human intervention, like, for example, a forest, river, or seashore area.…”

Barns deltagelse i mataktiviteter og motivasjon til å smake og bruke matord basert på barnehagelærerstudenters praksisoppgave

“…Å beskrive sensoriske opplevelser krever språk og trening, og utforskende samtaler om smaksopplevelser kan stimulere barn til å smake på nye smaker . Når barnehagelaerer tar del i barnets sanselige opplevelser kan spontane spørsmål og ytringer under og etter slik utforsking utvikle seg til faglige samtaler mellom barnet og laerer (Skalstad, 2020). Barnas samtaler i eksempel 24 ble også gjentagende og akkumulert over tid ettersom barna resten av dagen fortsatte å utforske og snakke om smakskombinasjoner.…”