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Denna studie syftar till att undersöka hur barn talar om naturvetenskapliga fenomen ochvad som framstår som centralt i barnens tal om naturvetenskapliga fenomen. Studienssyfte är också att undersöka vilken syn på kunskap och lärande som kommer till uttrycknär barnen talar om sitt lärande. Vår studie är kvalitativ vilket innebär att vi har använtkvalitativa intervjuer när vi samlat in studiens empiri.Eftersom vi valt att framförallt analysera vårt material ur ett sociokulturellt perspektivpresenterar vi det i vår litteraturgenomgång. I vår litteraturgenomgång lyfter vi även frambarns perspektiv vilket också utgör en grund i studien. Begreppen metaforer,antropomorfism, animism och artificialism lyfts också fram i litteraturgenomgången föratt sedan utgöra en grund i analysdelen.I vår studie kan vi dra flera slutsatser. Studien visar bland annat att barnens uttryck avnaturvetenskapliga fenomen kan förklaras och beskrivas med hjälp av begreppenantropomorfism, animism, artificialism och metaforer. Vår studie visar även att barnenstal om sitt lärande går att sammanfatta genom tre teman: barn lär tillsammans, miljön talaroch vägledning för lärandet. Barns tal om sitt lärande ger uttryck för att de har lärt sig påett sätt som bekräftar det sociokulturella perspektivet på lärande. / This study aims to examine how children talk about scientific phenomena and what appears to be central to children's speech about scientific phenomena. This study also aims to examine the view of knowledge and learning as expressed when children talk about their learning. Our study is qualitative which means that we have usedqualitative interviews when we gathered empirical study . Since we have chosen to primarily analyze our material from a socio -cultural perspectivewe present it in our literature review . In our literature review we highlight in the futurechild's perspective, which also provides a foundation in the study. The concepts of metaphors, anthropomorphism , animism and artificialism are also highlighted in the literature review for then form the basis of the analysis part .In our study , we can draw several conclusions . The study shows that the children's expressions of scientific phenomena can be explained and described by means of the concepts anthropomorphism , animism , artificialism and metaphors . Our study also shows that childrens speaking about their learning can be summed up by three themes: children learn together, environment speaks and guidance for learning. Children's speech about their learning reflects the fact that they have learned ina way that confirms the socio-cultural perspective on learning .

<p>Abstract</p><p> </p><p>The aim of this study was to explore and describe the pupils' thoughts on seed and its development into seedling. Twenty nine Swedish pupils at the age of 7 and 10 years old were interviewed about their knowledge of seeds.</p><p>It turned out that pupils often have so-called everyday belief to describe the natural science phenomenon by connecting their explanations to phenomena in everyday life to which they are familiar. To describe the process of seed developing into seedling is something that most of the pupils believe to be difficult and this resulted mostly in the answer ‘it is growing.’ Children have some knowledge about what seeds need in order to germinate but they do not mention the importance of oxygen as a component of seed to be able to germinate and grow. They mean instead that it is sufficient with soil, water and sun.</p><p>The older pupils, however, are more often than the younger pupils able to connect their reflections to a more scientifically correct description based on terms belonging to the phenomena, though these terms sometimes are wrongly used.    The conclusion is that pupils have lots of thoughts about science phenomena, and in this case about seed these conceptions are not entirely scientifically accurate, but instead often based upon experiences from their everyday life or their conceptual world. In addition they often use elements of anthropomorphic, animistic and teleological interpretations in their explanations of natural science phenomena.</p>

Abstract   The aim of this study was to explore and describe the pupils' thoughts on seed and its development into seedling. Twenty nine Swedish pupils at the age of 7 and 10 years old were interviewed about their knowledge of seeds. It turned out that pupils often have so-called everyday belief to describe the natural science phenomenon by connecting their explanations to phenomena in everyday life to which they are familiar. To describe the process of seed developing into seedling is something that most of the pupils believe to be difficult and this resulted mostly in the answer ‘it is growing.’ Children have some knowledge about what seeds need in order to germinate but they do not mention the importance of oxygen as a component of seed to be able to germinate and grow. They mean instead that it is sufficient with soil, water and sun. The older pupils, however, are more often than the younger pupils able to connect their reflections to a more scientifically correct description based on terms belonging to the phenomena, though these terms sometimes are wrongly used.    The conclusion is that pupils have lots of thoughts about science phenomena, and in this case about seed these conceptions are not entirely scientifically accurate, but instead often based upon experiences from their everyday life or their conceptual world. In addition they often use elements of anthropomorphic, animistic and teleological interpretations in their explanations of natural science phenomena.

Syftet är att undersöka vilka vardagsföreställningar 4-5 åringar har om ett naturvetenskapligt fenomen för att kunna utgå från denna i undervisningen.De föreställningar eleven har om omvärlden utvecklas av erfarenhet och är svåra att ändra på utan pedagogens hjälp. Studien bygger på teckningar och samtal om regn och vattnets kretslopp med 10 förskolebarn. Mer än hälften av barnen svarar att regn är vatten, och flera barn kopplar mörka moln och åska till regn. De har också en god uppfattning om vattnets kretslopp utan att använda naturvetenskapliga begrepp. Flera av barnen har liknande vardagsföreställningar som skolbarn i åldrarna 9 år och uppåt.

Syftet med det här arbetet är att undersöka hur gymnasieelever i grupp formulerar förklaringar av ett naturvetenskapligt fenomen. Förklaringarnas uppbyggnad analyseras med hjälp av en modell för argumentationsanalys. Gruppernas diskussionsförlopp studeras med hjälp av modellen för att undersöka hur eleverna konstruerar argument tillsammans. Även huruvida grupperna lyckas formulera vetenskapliga förklaringar undersöks. Studien genomfördes med hjälp av videoobservationer på smågrupper av elever som diskuterar kring ett experiment med ett tydligt observerbart fenomen de precis fått se. Resultaten jämförs med tidigare forskning på området kring elevers sätt att konstruera argument. Resultaten pekar på att eleverna formulerar enkla vetenskapliga förklaringar på fenomen och ger även hållbara argument i sina formuleringar. Studien pekar dock på att elever, för att formulera starka argument och hållbara vetenskapliga förklaringar, bör tränas i argumentationsteknik. Resultaten bekräftar även vad annan forskning visar kring hur elever konstruerar argument tillsammans. / The purpose of this work is to investigate how high school students in a group formulate explanations of a scientific phenomenon. The structure of the explanations is analyzed using a model for argumentation analysis. The group discussions are studied using the model to investigate how students construct arguments together. Also whether the groups succeed in formulating scientific explanations are examined. The study was conducted using video observations on small groups of students discussing about an experiment with a clearly observable phenomenon they just witnessed. The results are compared with previous research in the area of student’s way of constructing arguments. Results indicate that students formulate simple scientific explanations of phenomena and also provide sound arguments in their formulations. The study, however, suggest that students, in order to formulate strong arguments and sustainable scientific explanations, should be trained in argumentation skills. The results also confirm what other research shows about how students construct arguments together.