Diss. (sammanfattning) Umeå : Univ., 2003. / Härtill 5 uppsatser.

Diss. (sammanfattning) Uppsala : Univ., 2003. / Härtill 7 uppsatser.

The purpose of this study is to contribute to the knowledge of educators’ experiences of a teaching approach concerning investigative discussions of literature combined with experiments in order to support children’s learning about the phase transformation of water. The study contains a theoretical framework based on variation theory. All educators that agreed to participate in the study were provided with instructions for the teaching arrangement, that consisted of an investigative discussions of literature and an experiment. These arrangements were pre-planned and were to be conducted with the children on the educator’s department. Seven educators participated in the study. The method for collection of data consisted of semi-structured interviews. The interviews were analyzed using a phenomenographic approach where eight clusters of data are summarized. The results of the study show that the educators had a positive experience working with this teaching approach. The educators experienced that the investigative discussions of literature combined with the experiment supported the children’s learning about the phase transformations of water. In a discussion about possibilities and challenges, the educators conveyed that by combining the two approaches, the children could share experiences and support each other in learning about the phase transformations of water. One of the challenges that were found was that the size of the group of children was a limiting factor, since each child needed individual support in their work. The conclusion is that all participating educators found that the approach of combining investigative discussions of literature with experiments supported the children’s learning about the phase transformations of water.W

The purpose with my study is to investigate what kind of thoughts children between three or four years express about the water's phase transitions. The theoretical perspective which has been used is sociocultural perspective. The method is based on semi-structured interviews in groups. The interview groups consist two to three children in each group. The interviews are based on open questions, where the children's thoughts, own words and explanations are in focus. This is documented with audio recording and supplemented with field notes.The result shows that the children have some understanding about the water's phase transitions. Conclusions that can be made is that children think that the water can transform from solid to liquid form but not the other way around. A recurring thought that children have when water freezes is that you need to mix cold water with something and stir it around. Children believe that the temperature is of significance when ice melts or creates. They also think that weather conditions are of significance to phase transitions. When the ice melts children thinkt hat the water is moved and has disappeared. Several thoughts that the children in my study have can be seen in previous research. / Syftet med min studie är att undersöka vilka tankar barn mellan tre till fyra år uttrycker när de undersöker vattnets fasövergångar. Det teoretiska perspektivet som använts är sociokulturellt perspektiv. Metoden är baserad på semi-strukturerad intervju i grupp. Intervjugrupperna består av två till tre barn i varje grupp. Intervjun består av öppna frågor där barnens tankar, egna ord och förklaringar är i fokus. Detta dokumenteras med ljudinspelning som kompletteras med fältanteckningar. Resultatet visar att barnen har viss förståelse för vattnets fasövergångar. Slutsatser som går att dra är att barnen tror att vatten kan gå från fast form till flytande form men inte tvärtom.En återkommande tanke som barn har när vatten fryser till is är att man behöver blanda kallt vatten med något och röra runt. Barn tror att temperatur är av betydelse när is smälter eller bildas. De tror också att väderförhållanden är av betydelse för fasomvandlingar. När is smälter tror barnen att vattnet förflyttas och att isen försvinner. Flertalet tankar som barnen i min studie harkan liknas med tidigare forskningsresultat.

The purpose of the study is to provide insights about how the phases and phase transformations of water are presented in picture books aimed for children of preschool age. The studys framework is based on the picture book theory, whose central concepts are iconotext and readerly gap. A qualitative content analysis with a inductive approach was used. The illustrations were analyzed using relevance trees and an image analysis model. The picture books that were analyzed were compiled from Bibliotek i Väst ten most loaned picture books 2021. The results and conclusions show that it is possible to disinguish the phases of the water and phase transformations in picture books for preschool children. This is made visible in the form of illustrations and also in individual cases. No concepts or any scientific language were used in the picture books except in one occasion when the phase transformation of water freezing was mentioned in the text of a picture book. This led to the conclusion that knowledge and experience from the educator is required to be able to make abstract phenomena visible and put scientific concepts in the right context for the children to understand. / Syftet med studien är att bidra med kunskap om hur vattnets faser och fasomvandlingar framställs i bilderböcker riktade till barn i förskoleåldern. Studiens ramverk utgår ifrån bilderboksteorin vars centrala begrepp är ikonotext ochläslucka. Studien använde en kvalitativ innehållsanalys med en induktiv ansats.Illustrationerna analyserades med hjälp av relevansträd samt en bildanalysmodell. Bilderböckerna som analyserats sammanställdes från bibliotekskoncernen Bibliotek i Väst tio mest utlånade bilderböcker 2021. Resultatet och slutsatsen visar att det går att urskilja vattnets faser och fasomvandlingar i bilderböcker för förskolebarn. Detta synliggörs i form av illustrationer och enstaka fall i texten. Inga begrepp eller något naturvetenskapligt språk användes i bilderböckerna förutom vid ett tillfälle där vattnets fasomvandling frysning nämndes i texten av en bilderbok. Detta gjorde att en slutsats drogs att det krävs kunskap och erfarenhet från pedagogen att kunna synliggöra abstrakta fenomen och sätta naturvetenskapliga begrepp i rätt kontext för att barnen ska förstå.