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To challenge: one of many aspects when teachers teach science in preschool
University of Borås, Faculty of Librarianship, Information, Education and IT.
2015 (English)Conference paper, (Refereed)
Abstract [en]

The overarching aim is to deepen the understanding about teaching processes when preschool children learn about nature. Research into the teaching and learning of science in the preschool tends to either focus on teaching for children’s conceptual development (Charlton, 2003; Zembylas, 2009) or practices that prioritises child-centred activities (Garbett, 2003; Thulin, 2011). Nature content in these practices can be either everything or nothing, but still, preferably cognitive. However, in my previous research into preschool children´s learning about nature, I show that teachers guide towards learning contents that intertwine cognitive, moral, aesthetical and practical learning qualities (Klaar and Öhman, 2013). In this study, teaching processes are investigated by the use of a methodology based on John Dewey’s pragmatic philosophy and the concept of transactions (Dewey and Bentley, 1949/1991; Garrison, 2001). Outdoor nature experiences of preschool children (aged one to three) were video-recorded, transcribed and analysed by the use of 'epistemological move analysis' (Lidar et al., 2006), here oriented towards teaching processes and teachers' guidance in children's nature learning. The preschool teachers and the parents gave their written approval and the participants were told that they could withdraw at any time during the recordings. The analyses show that the relations between teaching and nature-learning processes are intertwined and include education and care. The teachers’ guide towards different qualities in learning about nature by challenging, admonishing, instructional, confirming, generative, reorienting and reconstructing moves. The results contribute to nature-oriented teaching practice and nature-oriented preschool research when critically discussing teachers´ guidance in learning processes.

Place, publisher, year, edition, pages
2015.
Keyword [en]
science education, teaching processes, pragmatic philosophy, epistemological move analysis, educare
National Category
Didactics
Research subject
Teacher Education and Education Work
Identifiers
URN: urn:nbn:se:hb:diva-8721OAI: oai:DiVA.org:hb-8721DiVA: diva2:899048
Conference
25th conference of European Early Childhood Education Research Association (EECERA)Barcelona, Spain, 7th-11th September 2015
Available from: 2016-01-31 Created: 2016-01-31 Last updated: 2016-01-31

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf