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Capturing the world with verbs: Preschool science education beyond nouns and objects
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. UmSER.ORCID iD: 0000-0001-7273-5442
2018 (English)In: Contemporary Issues in Early Childhood, ISSN 1463-9491, E-ISSN 1463-9491Article in journal (Refereed) Epub ahead of print
Abstract [en]

This article seeks to contribute new perspectives to the ontology and epistemology of preschool science education by exploring the idea of using everyday verbs, rather than nouns, to discern possibilities for science learning in preschool. Herein, the author merges empirical examples from preschools with findings from research on children’s noun and verb learning and posthumanist perspectives on matter and concepts. What comes out of the exploration is a radical way of viewing and knowing the world. The verbs trigger a shift from an object-oriented view of the world to seeing action and non-tangible processes and phenomena in one’s surroundings. Further, the verbs highlight the potential science learning that emerges in action and in child–matter relations, opening up to preschool science pedagogies that go beyond subjective/objective and concrete/abstract binaries.

Place, publisher, year, edition, pages
Sage Publications, 2018.
Keywords [en]
Epistemology, language, posthumanism, preschool, science education
National Category
Pedagogical Work
Research subject
educational work
Identifiers
URN: urn:nbn:se:umu:diva-152681DOI: 10.1177/1463949118805438OAI: oai:DiVA.org:umu-152681DiVA, id: diva2:1256700
Available from: 2018-10-17 Created: 2018-10-17 Last updated: 2019-04-05

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Areljung, Sofie

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