Supporting Scientific Conceptual Consciousness or Learning in ‘a Roundabout Way’ in Play‐based Contexts

Fleer, Marilyn

doi:10.1080/09500690801953161

Cited by 139 publications

(117 citation statements)

References 46 publications

(42 reference statements)

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“…This affirms that SMK plays a central role in teacher professional development (Bausmith & Barry, 2011) and that it has a strong connection to development of PCK and pupil learning. The results in our study also confirm earlier research findings that elementary school teachers often have limited SMK in science (Appleton, 2008;Smith & Neale, 1989) and that they tend to lack confidence in their adequacy as teachers (Appleton, 2006;Fleer, 2009). …”

Section: Discussionsupporting

confidence: 81%

Primary school teachers’ concerns and needs in biology and mathematics teaching

Kellner

Attorps²

2015

NorDiNa

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The aim of this paper is to provide insights into nine primary school teachers' concerns and instructional needs in biology and mathematics, grades 1 to 6. By using Content Representation, combined with Learning Study in an action research project, teachers were encouraged to reflect on their conceptions, processes of instructing and pupil learning. From concerns articulated by teachers three instructional needs emerged: (i) to make subject progression, especially in biology, and pupil learning more visible, (ii) to develop mathematics teaching in order to change pupils' views of the subject, and (iii) to develop teachers' subject matter knowledge and teaching in an ongoing collaborative process. The paper argues that in order to stimulate teacher professional development it is important to make teacher concerns and thereby needs explicit. They help teachers to identify and reflect on relations between teacher subject matter knowledge, pedagogical content knowledge and pupil learning.

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Section: Discussionsupporting

confidence: 81%

Primary school teachers’ concerns and needs in biology and mathematics teaching

Kellner

Attorps²

2015

NorDiNa

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“…Detta val har sin bakgrund i tidigare studier som fokuserat naturvetenskap i förskolan (Se t.ex. Fleer, 2009;Gustavsson & Pramling, 2014;Thulin, 2011). Dessa studier visar att förskollära-res inställning till sitt uppdrag i hög grad kommer att prägla de ramar för innehållets behandling och barns lärande som upprättas på den enskilda förskolan (Jfr.…”

Section: Kompetensutvecklingsinsatsens Designunclassified

“…Hundeide, 2003). Fleer visar till exempel i sin studie att den egna inställningen till uppdraget att undervisa barn i förskolan -föreställningen om vad som är möjligt, vad barn intresserar sig för eller vad som är lämpligt vid en viss ålder och på en viss plats -kan dominera över formell kompetens (Fleer, 2009). De förgivettaganden om vad som är en god förskola blir ett tolkningsraster för de lärmiljöer som skapas (Jfr.…”

Section: Kompetensutvecklingsinsatsens Designunclassified

Lärares uppfattningar av undervisning och naturvetenskap som innehåll i förskolans verksamhet

Gustavsson

Thulin

2017

NorDiNa

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The aim of the research project is to develop knowledge about teachers' different ways of seeing teaching and science as content in early childhood education before and after an in-service training period. The variation theory is used for analysis and can be described in terms of learning object, critical aspects, discernment, simultaneity and differences. 30 preschool teachers from nine different municipalities participated in the project. The empirical material consists of a questionnaire that the preschool teachers answered in the beginning and in the end of the training period and of group reports. The results can be discussed as a number of critical aspects in relation to teachers' learning as: ways of understand the concept of variation, to discern the object of learning and to discern a shared space of learning. BakgrundDenna forskningsstudie utgår från en kompetensutvecklingsinsats med målet att stärka de ingående arbetslagens kunskap om vad naturvetenskap i förskolan kan vara och samtidigt utveckla kompetens kring undervisningsbegreppets innebörd. Kompetensutvecklingsinsatsen skulle bidra till att de ingående arbetslagen genom ett reflekterande samarbete skulle utveckla ett professionellt yrkesspråk kring uppdrag och undervisning och samtidigt att utveckla den egna praktiken. Enligt Söderström (2004) anger lärare ofta tidsbrist som det vanligaste problemet i arbetet. Även i förskolans praktik talas det om tidsbrist som en faktor för att inte hinna reflektera över och utveckla verksamheten (Skolinspektionen , 2012). Detta kan enligt Söderström (2004) innebära att lärare tar sin utgångspunkt i ett erfarenhetslärande vilket hon menar lätt kan bli konserverande. "För att lära av erfarenheter krävs nya impulser som hjälper till att se ett problem ur olika perspektiv" (s. 95). För att den egna erfarenheten ska ges möjlighet att kopplas till mera generella förklaringsmodeller förutsätts det att man som Susanne Thulin är förskollärare och universitetslektor i pedagogik och programområdesansvarig för förskollärarut-bildningen vid Högskolan Kristianstad. Hennes forskning riktar sig mot förskolans arbete med naturvetenskap som innehåll i förskolans verksamhet.Laila Gustavsson är förskollärare och universitetslektor i pedagogiskt arbete och undervisar på lärarutbildningen vid Högskolan Kristianstad. Hennes forskning behandlar främst förskolans arbete med naturvetenskap som innehåll i förskolans verksamhet.

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“…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 message that a science educator had sent to the educational community is a case in point: "determining what is appropriate physics for first graders is not trivial" (Hammer, 1999: p. 799). Indeed, given the growing interest in science activities for young children, even those in preschool education (e.g., Chaille & Britain, 2003;Fleer, 2009Fleer, , 2013Hong & Diamond, 2012;Kamii & DeVries, 1993;Kokoski & Downing-Leffler, 1995;Landry & Foreman, 1999;Leuchter, Saalbach, & Hardy, 2014;Peacock, Smith, & Kirkby, 1994;Waite-Stupiansky, 1997) the concern about what constitutes an appropriate physical science activity for a young child is a realistic one and should be seriously considered.…”

Section: Introductionmentioning

confidence: 99%

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

Anastasiou¹,

Kostaras²,

Kyritsis³

et al. 2015

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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.

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Supporting Scientific Conceptual Consciousness or Learning in ‘a Roundabout Way’ in Play‐based Contexts

Cited by 139 publications

References 46 publications

Primary school teachers’ concerns and needs in biology and mathematics teaching

Primary school teachers’ concerns and needs in biology and mathematics teaching

Lärares uppfattningar av undervisning och naturvetenskap som innehåll i förskolans verksamhet

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

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