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Publications (9 of 9) Show all publications
Bergnell, A. & Åberg-Bengtsson, L. (2024). “And the boat started to roll like this”: preschool children struggling with a bodily-based illustration of stability. Scandinavian Journal of Educational Research, 1-15
Open this publication in new window or tab >>“And the boat started to roll like this”: preschool children struggling with a bodily-based illustration of stability
2024 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, p. 1-15Article in journal (Refereed) Epub ahead of print
Abstract [en]

This article is based on multimodal perspectives and contributes to research on how children deal with a multimodal illustration of scientific concepts used in emergent science (i.e., early years science) education. It presents a study of a group of 14 preschoolers observed when dealing with the concept of stability, as illustrated in a pedagogical drama during a visit to a science centre and follow-up sessions in the preschool. The results indicate the importance of educators paying attention to the balance between cohesion and tension among elements in multimodal illustrations (such as verbal language, images, gestures, etc.), when designing and presenting learning activities in emergent science education. Furthermore, it cannot be taken for granted that children by themselves are able to bridge gaps between modes. Educators should therefore be prepared to provide well-reasoned guidance for children's linking between everyday and scientific concepts.

Keywords
Preschool science education, multimodality, concept of stability, balancing, cohesion and tension, bodily-based illustrations
National Category
Pedagogical Work
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-31544 (URN)10.1080/00313831.2024.2308865 (DOI)001152160400001 ()
Funder
Swedish Research Council, 721-2009-5995
Available from: 2024-02-09 Created: 2024-02-09 Last updated: 2024-02-09
Bergnell, A. (2019). Med kroppen som illustration. In: : . Paper presented at Konferens Skolporten Naturvetenskap i Förskolan, Stockholm, November 20-21, 2019..
Open this publication in new window or tab >>Med kroppen som illustration
2019 (Swedish)Conference paper, Oral presentation only (Other academic)
National Category
Other Natural Sciences
Identifiers
urn:nbn:se:hb:diva-22673 (URN)
Conference
Konferens Skolporten Naturvetenskap i Förskolan, Stockholm, November 20-21, 2019.
Available from: 2020-01-24 Created: 2020-01-24 Last updated: 2020-01-24Bibliographically approved
Bergnell, A. (2019). Med kroppen som illustration. In: : . Paper presented at Konferens Sundsvall LUMA-NT, Sundsvall, Oktober 2-4, 2019..
Open this publication in new window or tab >>Med kroppen som illustration
2019 (Swedish)Conference paper, Oral presentation only (Other academic)
National Category
Other Natural Sciences
Identifiers
urn:nbn:se:hb:diva-22672 (URN)
Conference
Konferens Sundsvall LUMA-NT, Sundsvall, Oktober 2-4, 2019.
Available from: 2020-01-24 Created: 2020-01-24 Last updated: 2020-01-24Bibliographically approved
Bergnell, A. (2019). Med kroppen som illustration: Hur förskolebarn prat-skapar naturvetenskap med hjälp av multimodala och kroppsförankrade förklaringar. (Doctoral dissertation). Göteborg: Förlag Göteborgs Universitet
Open this publication in new window or tab >>Med kroppen som illustration: Hur förskolebarn prat-skapar naturvetenskap med hjälp av multimodala och kroppsförankrade förklaringar
2019 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The aim of this thesis is to combine three research areas, namely preschool, science and illustrations, in order to examine (a) how modes are combined when references to the body are made or the body as such are used to explain scientific concepts and phenomena in preschool science education, and (b) how do the children handle, explore, discuss and talk science when approaching multimodally illustrated scientific contents in the studied activities. Four studies were conducted, all of which were built on empirically generated questions and were theoretically grounded in cultural-historical and multimodal perspectives. Participants were preschool students, aged 4-6 years, from three preschool groups, as well as their teachers and two science centre guides. Specific focus was directed toward activities where adults and children use their bodies or refer to their bodies to illustrate scientific concepts, for example, “the water circle” in a board-and-dice-game (study I); “water has the power to lift,” in experiments relating to a life-jacket (study II); stability in a drama-play and related experiments (study III); and evaporation in embodied illustrations and hands-on activities (study IV). The empirical material consisted mainly of video recordings. A multimodal approach was adopted for the analyses.

The results indicate that multimodal illustrations may be complicated for this target group. Difficulties were found to intensify, rather than decrease, by the fact that different modes and elements were often intricately combined in the same illustration, presumably with the intention of providing instruction as well as entertainment. From the four studies, it became evident that, even if the current natural science offered in preschool education often is conducted as “discovery learning”, the assumption that children can learn complex content without support cannot be left unquestioned. This thesis illustrates the crucial role played by a guiding teacher when it comes to concretizing abstract scientific phenomena for young children. A conscious introduction of bodily-based elements in multimodal illustrations may be useful on such occasions. However, even with such seemingly transparent components included, we cannot take adequate meaning-making for granted.

Place, publisher, year, edition, pages
Göteborg: Förlag Göteborgs Universitet, 2019
Series
Gothenburg Studies in Educational Sciences, ISSN 0436-1121 ; 26
Keywords
preschool science education multimodality the concepts of stability, evaporation and water-cycle of the world talking science embodied illustrations förskolan naturvetenskap multimodala och kroppsförankrade illustrationer stabilitet, avdunstning, vattnets kretslopp prat-skapa naturvetenskap
National Category
Pedagogical Work
Identifiers
urn:nbn:se:hb:diva-22670 (URN)
Public defence
2019-02-15, C203, Allégatan 1, Borås, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2020-01-24 Created: 2020-01-24 Last updated: 2020-01-24Bibliographically approved
Bergnell, A. & Åberg-Bengtsson, L. (2019). ”Men de' åker inte upp i himlen!” Förskolebarn resonerar om vattnets kretslopp illustrerat i ett tärningsspel. NorDiNa: Nordic Studies in Science Education, 15(3), 283-298
Open this publication in new window or tab >>”Men de' åker inte upp i himlen!” Förskolebarn resonerar om vattnets kretslopp illustrerat i ett tärningsspel
2019 (Swedish)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 15, no 3, p. 283-298Article in journal (Refereed) Published
Abstract [en]

Even though water is a frequently addressed theme in preschool education and illustrations of different kinds are typically used to explain pre-science concepts, there is a remarkable shortage of studies in this part of the educational research field. The present article deals with 4–6-year-olds making meanings about the water circle from a board and dice game. Video-recorded sessions with small groups of children have been used and analysed from socio-semiotic and cultural historical perspectives. The results show that even though the children referred to and made intended meaning of several of the illustrated water phenomena, it seemed difficult for them to come to grips with the water circle as such. In particular this seems to be a result of the fact that the concept of evaporation was a stumbling block that was too abstract to overcome.

National Category
Pedagogy
Identifiers
urn:nbn:se:hb:diva-22314 (URN)
Available from: 2019-12-20 Created: 2019-12-20 Last updated: 2020-01-23Bibliographically approved
Bergnell, A. (2019). O MODELO PEDAGÓGICO REGGIO EMILIA – PRÁTICA E TEORIA: Reggio Emilia in practice and theory. In: : . Paper presented at Reggio Emilia Na Esei Maria Ulrich, Lissabon 190409-10. Presentation tillsammans med Mats Andersson och Linda Lindstedt..
Open this publication in new window or tab >>O MODELO PEDAGÓGICO REGGIO EMILIA – PRÁTICA E TEORIA: Reggio Emilia in practice and theory
2019 (English)Conference paper, Oral presentation only (Other academic)
National Category
Other Humanities not elsewhere specified
Identifiers
urn:nbn:se:hb:diva-22675 (URN)
Conference
Reggio Emilia Na Esei Maria Ulrich, Lissabon 190409-10. Presentation tillsammans med Mats Andersson och Linda Lindstedt.
Available from: 2020-01-24 Created: 2020-01-24 Last updated: 2020-01-24Bibliographically approved
Åberg-Bengtsson, L., Beach, D., Bergnell Karlsson, A., Ljung-Djärf, A., Ottosson, T., Karlsson, K. G., . . . von Zeipe, H. (2014). När Agnes fick va solen så fattade man ju precis": Om illustrationer i undervisning av yngre elever. In: Resultatdialog: (pp. 246-254). Vetenskapsrådet
Open this publication in new window or tab >>När Agnes fick va solen så fattade man ju precis": Om illustrationer i undervisning av yngre elever
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2014 (Swedish)In: Resultatdialog, Vetenskapsrådet , 2014, p. 246-254Chapter in book (Other academic)
Place, publisher, year, edition, pages
Vetenskapsrådet, 2014
National Category
Social Sciences Interdisciplinary
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-5253 (URN)2320/14670 (Local ID)978-91-7307-247-2 (ISBN)2320/14670 (Archive number)2320/14670 (OAI)
Available from: 2015-12-17 Created: 2015-12-17 Last updated: 2018-01-10Bibliographically approved
Bergnell, A., Cronqvist, M., Fihn, G., Kolback, K., Pokka, H., Welin Mod, A. & Zimmerman, F. (2011). Lärarutbildning och vetenskaplighet. Högskolan i Borås, Institutionen för pedagogik
Open this publication in new window or tab >>Lärarutbildning och vetenskaplighet
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2011 (Swedish)Report (Other academic)
Abstract [sv]

[...]Lärarutbildningen vid Högskolan i Borås har alltså bedömts hålla hög kvalitet. Ett skäl till detta framgår av Högskoleverkets motiveringar och handlar om en god balans mellan vetenskaplig och professionsbaserad kompetens bland lärar-utbildarna. I den här rapporten ges ett smakprov på områden där enskilda lärare vid institutionen har fördjupade kunskaper och intressen. Utgångspunkten för artiklarna är texter skrivna inom ramen för en kurs, Lärarutbildning och veten-skaplighet, läsåret 2008-09. De sju artiklarna behandlar på olika sätt och med olika utgångspunkter och tillämpningar, relationen mellan teori och praktik, just den fråga som har varit, är och ständigt kommer att vara lärarutbildningens kärnfråga.

Place, publisher, year, edition, pages
Högskolan i Borås, Institutionen för pedagogik, 2011
Series
Rapport från Institutionen för pedagogik, ISSN 1404-0913 ; 2
Keywords
professionsvetenskap, Pedagogik, lärarutbildning
National Category
Other Social Sciences
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-4506 (URN)2320/9070 (Local ID)978-91-85659-74-6 (ISBN)2320/9070 (Archive number)2320/9070 (OAI)
Available from: 2015-12-17 Created: 2015-12-17
Bergnell, A. (2011). Vetenskaplighet finns väl inte i verkligheten?. Högskolan i Borås, Institutionen för pedagogik
Open this publication in new window or tab >>Vetenskaplighet finns väl inte i verkligheten?
2011 (Swedish)Report (Other academic)
Abstract [sv]

Kapitlet har för avsikt att diskutera aspekter av lärarutbildningens möjligheter och svårigheter när det gäller att uppmärksamma och sammanväva teoretiska studier och praktisk yrkesutövning. Ett för studenter möjligt gränsland mellan två verksamhetsfält, ett nödvändigt gemensamt forskningsfokus och framtida utmaningar i lärarutbildning diskuteras också. Litteratur och innehåll i den forskningsförberedande adjunktsutbildningen Lärarutbildning och vetenskap-lighet har utgjort inspiration för de tankar som redovisas nedan. Egna erfaren-heter av förskole- och högskoleverksamhet ligger också till grund för några av dessa ställningstaganden.

Place, publisher, year, edition, pages
Högskolan i Borås, Institutionen för pedagogik, 2011. p. 2-13
Series
Rapport från Institutionen för pedagogik, ISSN 1404-0913 ; 2
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-4502 (URN)2320/9266 (Local ID)978-91-85659-74-6 (ISBN)2320/9266 (Archive number)2320/9266 (OAI)
Available from: 2015-12-17 Created: 2015-12-17 Last updated: 2017-10-23Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-1373-8429

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