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Barns meningsskapande i ett projekt om biologisk mångfald och ekologi
(Swedish)Article in journal (Refereed) In press
Abstract [en]

Biodiversity loss is becoming an increasingly alarming issue that has significance in the discussion about young children's learning in science. This article, based on a pragmatic perspective, analyses a group of children and teachers when exploring animals in a preschool project concerning biodiversity. It examines the ways in which children create meaning of the content, the order in which the content emerges, and what impact teachers have on how the process develops. Initially, the results reveal that the organisms’ appearances and movements received morphological and physiological explanations. Further, the knowledge was gained profoundly in a manner which has similarities with ecological and evolutionary ways of explaining biological phenomena. The teachers’ utterances were few, but significant, by raising productive questions in close relation to what the children anticipated they embraced a listening approach.

National Category
Natural Sciences
Identifiers
URN: urn:nbn:se:su:diva-113444OAI: oai:DiVA.org:su-113444DiVA: diva2:784999
Available from: 2015-02-01 Created: 2015-02-01 Last updated: 2015-02-12
In thesis
1. Naturvetenskap i tillblivelse: Barns meningsskapande kring biologisk mångfald och en hållbar framtid
Open this publication in new window or tab >>Naturvetenskap i tillblivelse: Barns meningsskapande kring biologisk mångfald och en hållbar framtid
2015 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[en]
Science in Emergence : Children’s Meaning Making Concerning Biodiversity and a Sustainable Future
Abstract [en]

The objective of this thesis is to analyze children’s meaning making processes in science related to environment and sustainability at the pre-school level. This thesis examines an approach to early childhood education which is conceptualized by an explorative as well as a listening approach that specifically addresses children’s questions. The purpose is to create knowledge on how the processes develop and what specific science related content that emerges. All studies are based on a Deweyan pragmatic perspective. Study 1 “logs in” to the debate on children’s possibilities to become “agents for change” and contributing to positive changes for the environment. The results reveal that the children’s positive and negative aesthetic utterances have significance for how the process develops and is being fulfilled. The contextual aspects are imperative both for the content and for the choices the children make along the course of actions. Study 2 examines children exploring animals in a pre-school project concerning biodiversity.  Initially, the results reveal that the organisms’ appearances and movements received morphological and physiological explanations. Further on, knowledge was gained in a manner which has similarities to ecological and evolutionary ways of explaining biological phenomena. Study 3 takes departure from the discussion on the fact that sustainability related problems often are unstructured, multifaceted and conceptualized as “wicked”. The study examines how the process of imagination comes into play when children explore a sustainability related problem that is important to them. The results reveal that creative solutions come into existence when blending various experiences.  Study 4 investigates how children raise and answer science related questions by non-verbal actions. The results expose that non-verbal actions serve as inquiry, comparative systematics, visualization, question-generators as well as a public and self-reflective communication.

Place, publisher, year, edition, pages
Stockholm: Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, Stockholms universitet, 2015. 101 p.
Series
Doctoral thesis from the department of mathematics and science education, 10
Keyword
meaning making, science education, preschool children, education for sustainability
National Category
Educational Sciences
Research subject
Science Education
Identifiers
urn:nbn:se:su:diva-113450 (URN)978-91-7649-079-2 (ISBN)
Public defence
2015-03-06, De Geersalen, Geovetenskapens hus, Svante Arrhenius väg 14, Stockholm, 13:00 (Swedish)
Opponent
Supervisors
Note

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: In review. Paper 3: In press. Paper 4. Manuscript.

Available from: 2015-02-12 Created: 2015-02-01 Last updated: 2015-02-12Bibliographically approved

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