Understanding Preschool Emergent Science in a Cultural Historical Context through Activity Theory
2014 (English)Conference paper, Abstract (Refereed)
The aim of this study is to explore how cultural factors interact with preschool teachers’ shaping of activities with science content, and also how Activity Theory (AT) as a theoretical framework can be useful for examining interrelations within preschool systems. Qualitative data was collected from nine different preschools in the form of interviews with preschool teachers, observations of activities and stimulated recall discussions based on the recorded practices. Activity Theory (AT) was used as the theoretical framework for the analysis. The preschools displayed diverse approaches for experiencing and learning science, some with great creativity. In all preschools learning was integrated with care, upbringing and play. To support children’s interest and confidence was central. How science activities were shaped mainly depended on how children's interests were allowed to govern practice. The use of AT as an analytical tool was proven to be effective in identifying the elements, relationships and tensions crucial for understanding the framing of science activities.
Place, publisher, year, edition, pages
Research subject educational work; didactics of natural science
IdentifiersURN: urn:nbn:se:umu:diva-95463OAI: oai:DiVA.org:umu-95463DiVA: diva2:759371
Nordic Research Symposium on Science Education (NFSUN) 2014: Inquiry-Based Science Education in Technology-Rich Environments Helsinki, Finland, 4th – 6th June 2014