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Science verbs as a tool for investigating scientific phenomena: A pedagogical idea emerging from practitioner-researcher collaboration
(UmSER)ORCID iD: 0000-0001-7273-5442
2016 (English)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 12, no 2Article in journal (Refereed) Published
Abstract [en]

This paper communicates the pedagogical idea of approaching scientific phenomena through verbs. The idea has sprung from a collaboration between preschool practitioners and a researcher, addres-sing science education in preschool (children aged 1-5 years). Drawing on a joint problem inventory, the project group aimed to create a teaching model that supports inquiry-oriented approaches to science, and teachers’ ability of distinguishing chemical processes and physics phenomena in everyday practice. The core idea of the teaching model turned out to be a list of everyday verbs, connected to scientific phenomena. Starting from verbs appear to help teachers to recognise the scientific pheno-mena in everyday practice. Further, the verbs guide the formulating of questions that can be answe-red by scientific inquiry, such as: ''what matters to how something melts/rolls/mixes?''.

Place, publisher, year, edition, pages
2016. Vol. 12, no 2
National Category
Educational Sciences
Research subject
educational work
URN: urn:nbn:se:umu:diva-126043OAI: diva2:974672
Available from: 2016-09-27 Created: 2016-09-27 Last updated: 2016-09-27

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Areljung, Sofie
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