The aim of the study is to increase knowledge about how preschool teachers' different ways of communicating about scientific phenomena provide different conditions for children to create meaning from the content of the experiment. The study is part of a theoretical framework based on phenomenography and the sociocultural perspective. The data collection was carried out through qualitative observation, three observation sessions were carried out. On each occasion, a preschool teacher and three children aged 4-5 years participated. Altogether, nine children and three preschool teachers participated in the study. The data collection was carried out on a planned experiment focusing on the learningobject, gas and how it is formed. The results showed that the use of science and everyday concepts varied between preschool teachers, it also emerged that children's previous everyday experiences played an important role in their meaning-making of the science phenomenon. The results showed that the children experienced the material as well as the activity with their senses, linked to previous experiences. The results of the study also showed a change in the learningobject during the activity, the original learningobject branched out from all the experiments to new learningobjects based on the children's curiosity and interest. The conclusion from the study conducted is that the preschool teacher's choice of language use can affect children's ability to create the intended learning object. Another conclusion is that children's past experiences play a major and important role in their sense-making of new chemical phenomena.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:kau-82887 |
| Date | January 2021 |
| Creators | Holi, Minna |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0019 seconds