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  • 1.
    Areljung, Sofie
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Att undersöka fysikaliska fenomen och kemiska processer utifrån vardagsverb2015Conference paper (Other academic)
    Abstract [sv]

    Det är vanligt att naturvetenskapsteman har namn i form av substantiv, som Skogen, Vatten, Svampar och Kroppen. Här presenteras idén att istället utgå från vardagsverb – som rulla, snurra, balansera, blanda och fastna – i undersökandet av naturvetenskapliga fenomen. Idén att utgå från verb har utvecklats i samarbete med ett pedagogiskt utvecklingscentrum och en förskola och de praktiska exemplen kommer från förskolans arbete med ”rulla, snurra” (fysik) och ”blanda” (kemi). Under presentationen behandlas frågor som: Hur får man fatt i fysikaliska fenomen och kemiska processer i barns samspel med omvärlden? Vilka frågor kan man ställa som blir praktiskt undersökningsbara? Hur kan man arbeta undersökande med flera estetiska uttryckssätt?

  • 2. Areljung, Sofie
    Barns ”working theories” (provisoriska förklaringsmodeller) om naturen och den sociala världen – en riskabel terräng?2015Conference paper (Other academic)
    Abstract [sv]

    Begreppet ”working theories” härstammar från Nya Zeelands läroplan och rör barns provisoriska förklaringsmodeller för olika företeelser i omvärlden – både i den sociala världen och i naturen. Det kan gälla allt från barns idéer om hjärtats roll i kroppen och varför saker låter olika när man knackar på dem, till idéer om hur det går till när man går på bio eller hur en bra vän ska bete sig. ”Working theories” är en kombination av barns kunskaper, erfarenheter och fantasi och de utvecklas allteftersom barnen gör sig fler erfarenheter och ställs inför ny information.

    Denna presentation utgår från exempel från både svenska och nyzeeländska förskolor. Här lyfts möjliga fördelar med att använda ”working theories” som ett begrepp i arbetet med naturvetenskap i förskoleverksamheten och även hur olika risker kan påverka hur och när förskolans personal hanterar barns ”working theories”. Exempel på fördelar är att inte behöva sätta etikett på barns förklaringar som ”rätt” eller ”fel” eller att se ”faktabaserade resonemang” som oförenligt med kreativt tänkande och fantasi. Exempel på risker är: att riskera relationer i barngruppen, att etablera feluppfattningar hos barnen eller att riskera sin roll som ”Vetande vuxen” eller ”Konfliktlösande”. 

  • 3.
    Areljung, Sofie
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. UmSER.
    Capturing the world with verbs: Preschool science education beyond nouns and objects2018In: Contemporary Issues in Early Childhood, ISSN 1463-9491, E-ISSN 1463-9491Article in journal (Refereed)
    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.

  • 4.
    Areljung, Sofie
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    Children and teachers exploring physical phenomena and chemical processes through everyday verbs2015Conference paper (Refereed)
    Abstract [en]

    Our aim with this project is to facilitate inquiry-based science learning in preschool (school form for children aged 1-5 years). The project is conducted in a design-based form, where researcher and practitioners share the problem formulation. Models for teaching are developed in close relation to practice, through several action research cycles. This study ties to Sikder and Fleer’s (2014) research on young children’s developing knowledge in science through everyday concepts. Further, it draws on Lenz Taguchi and Hultman’s (2010) emphasis on children’s powerful relations to places and things. Data is collected through recorded project meetings as well as photos, movies and accounts from practice, and group interviews with teachers. This is analysed in relation to the research question: ''what are the characteristics of a model for teaching that facilitates inquiry-based science learning in preschool?''. We have informed the caretakers about the project and they have given their written consent to our recording children’s activities. Our main finding is the vast range of exploring phenomena in science that teachers have come up with by working with everyday verbs. Starting from verbs appear to help teachers in recognising the scientific phenomena involved in children's interplay with the physical world. Further, the verbs help in formulating questions that can be answered by scientific inquiry, such as: ''what factors are important for how something melts/rolls/blends/glides/sticks?''. Due to these results we aim to further develop the model of verb-based inquiry for the benefit of preservice and in-service teachers.

  • 5.
    Areljung, Sofie
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    How does matter matter in preschool science?Manuscript (preprint) (Other academic)
    Abstract [en]

    This chapter explores the implications, for science education, of acknowledging matter as an agentic factor in preschool (Swedish educational setting for children aged 1 to 5 years). Reading empirical data from preschool settings together with Karen Barad’s agential realism, five examples are brought forward to address different aspects of how matter matters to science learning and teaching. These examples include how the ground and time of year matter to the scope of science learning possibilities, how friction and balance emerges in intra-action of a wooden bridge and children, and how modes of expression other than verbal language can be used to extend children’s experiences of rolling. The implications for science teaching are discussed based on the assumption that teacher power matters to what parts of the material world that children have real access to, and what type of intra-actions that are meaningful in preschool settings.

  • 6.
    Areljung, Sofie
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    Relocalisations and renegotiations: framing a project about science in preschool2016In: Narratives of doctoral studies in science education: making the transition from educational practitioner to researcher / [ed] Shirley Simon, Christina Ottander, and Ilka Parchmann, Routledge, 2016, p. 19-30Chapter in book (Other academic)
    Abstract [en]

    The chapter covers my first year of doctoral studies. I reflect on how my experience as a school science teacher comes into play when researching science practice in preschool (children aged 1-5 years). The chapter exposes how literature, a pilot study, and my participation in a larger research project and two graduate schools, have been woven into each other in the framing of my doctoral project. Further it shows why I have refined my research project in order to include the physical environment as an important aspect of science practice in preschool.

  • 7.
    Areljung, Sofie
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Science verbs as a tool for investigating scientific phenomena: a pedagogical idea emerging from practitioner-researcher collaboration2016In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 12, no 2, p. 235-245Article in journal (Refereed)
    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, addressing 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 phenomena in everyday practice. Further, the verbs guide the formulating of questions that can be answered by scientific inquiry, such as: ''what matters to how something melts/rolls/mixes?''.

  • 8.
    Areljung, Sofie
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    Utanför experimentlådan: kunskapsproduktion, tid och materia i förskolans naturvetenskapsundervisning2017Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of this thesis is to contribute knowledge on conditions for science teaching in preschool. While Swedish preschool practices commonly build on children’s subjective experiences, scientific knowledge production is often associated with objectivity and detachedness. Seen from that perspective, tensions may occur when the knowledge cultures of preschool and science meet, as when science teaching is implemented in preschool. This thesis seeks to explore issues that are crucial for teachers to negotiate when they implement science teaching in preschool.

    The thesis includes five articles that build on empirical data in the form of teachers’ talk (interviews, focus group discussion, project meetings) and observation data from preschool practice. The data analyses draw on various theoretical perspectives, including communities of practice and feminist critique of science as well as theoretical concepts connected to framing and agential realism.

    The main result is that it is crucial, to teachers’ implementation of science teaching in preschool, that science content is open to children’s contributions. Further, the results show that teachers integrate several different forms of knowledge production when working with science content in practice. For example, observations and systematic investigations are combined with imagination and children’s bodily experiences. This goes against the presumed tensions between the knowledge cultures of preschool and science. However, tensions between the knowledge cultures are indicated by teachers’ unwillingness to interfere with children’s investigative processes or ideas about science content by relating children’s ideas to scientific explanatory models. Seen from a teacher’s perspective, it appears to be unproblematic to leave children’s ideas about science content unresolved, compared to leaving children’s ideas about social relations and other content unresolved.

    Drawing on the results, I discuss teaching beyond the limited material and temporal dimensions of the science box, which emerges as a metaphor when teachers describe a way of teaching that they are not comfortable with. Further, I suggest that the concept working theories, which addresses children’s tentative ideas about relations in their surrounding world, be introduced in preschool science teaching, to ease the perceived conflict between children’s ideas about science and scientific explanatory models.

  • 9.
    Areljung, Sofie
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    Why do teachers adopt or resist a pedagogical idea for teaching science in preschool?2018In: International Journal of Early Years Education, ISSN 0966-9760, E-ISSN 1469-8463Article in journal (Refereed)
    Abstract [en]

    Numerous initiatives are carried out across the world to support science teaching in early childhood education. However, professional development research shows that in order for teaching interventions to bring about successful changes in practice, it is key that teacher’s beliefs, confidence and knowledge change. As a complement to studies showing how teachers change, this article examines why teachers adopt a pedagogical idea for teaching science in preschool. Drawing on Clarke and Hollingsworth’s model for teacher professional growth, the article analyses interviews with teachers that have implemented and developed a pedagogical idea for teaching science in preschool. The results indicate that teachers adopt the pedagogical idea because it helps them to discern and build on science content in everyday practice, which they prefer to their previous way of teaching science through occasional experiments. Further the results show that teachers balance several external influences on what is good preschool pedagogy. The particular pedagogical idea eases that balancing act since it aligns with, and helps teachers to make meaning of, many of these influences.

  • 10.
    Areljung, Sofie
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    Kelly-Ware, Janette
    Faculty of Education, Te Oranga School of Human Development and Movement Studies, University of Waikato, New Zealand.
    Navigating the risky terrain of children's working theories2017In: Early years, ISSN 0957-5146, E-ISSN 1472-4421, Vol. 37, no 4, p. 370-385Article in journal (Refereed)
    Abstract [en]

    'Working theories' encompass children's theorising about the social and material worlds. This article looks explicitly at power relations involved in pedagogy around children's working theories by focusing on the teacher's control of what and whose working theories get unpacked and extended. From an analysis of four cases from early childhood education (ECE) settings, it is concluded that teaching strategies are related to possible risks of unpacking and extending children's working theories. From a teacher's perspective such risks include: undermining the ECE setting's rules; exposing one's own lack of knowledge or skills; or risking the relations and atmosphere in the group or setting. These risks affect how working theories are dealt with in terms of time – right away, later or never – and voicing, as teachers regulate children's ideas for example through making concrete, reconstructing or silencing them.

  • 11.
    Areljung, Sofie
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    Ottander, Christina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Due, Karin
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    "Drawing the leaves anyway": teachers embracing children's different ways of knowing in preschool science practice2017In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, Vol. 47, no 6, p. 1173-1192Article in journal (Refereed)
    Abstract [en]

    This study explores if and how teachers combine practices of science and of preschool (children 1–5 years old) into preschool science practice. Views of knowing may differ between science practices, traditionally associated with masculinity and rationality, and preschool practices, traditionally associated with femininity and caring. Recognising this, wehave chosen to focus on how teachers’ talk constructs and relates to possible ways of gaining knowledge and reaching explanations of phenomena in preschool science. The analysis buildson two concept pairs often associated with gender as well as knowing: objective-subjective and logical-intuitive. The analysed material consists of 11 group interviews where preschool teachers talk about activities concerning science content. Our results show that several ways of knowing are possible in work with science content in preschool. These include ways of knowing more associated with subjectivity, such as ‘individual liking’ and ‘whole-body perception’, as well as more associated with objectivity, such as ‘noticing differences and similarities’. Furthermore, the results show that the teachers’ talk moves readily between possibilities associated with femininity (subjective and intuitive) and masculinity (objective and logical). This indicates that the teachers in this study have found ways to handle science in preschool that goes against presumed tensions between science and preschool practices. The results contribute to more nuanced ways of describing and thinking about science in preschool and pave the way for further development of science education in early childhood education.

  • 12.
    Areljung, Sofie
    et al.
    UmSER.
    Sundberg, Bodil
    Örebro universitet.
    Potential for multi-dimensional teaching for 'emergent scientific literacy' in pre-school practice2018In: Journal of Emergent Science, ISSN 2046-4754, E-ISSN 2046-4754, Vol. 15, p. 20-27Article in journal (Refereed)
    Abstract [en]

    How can pre-school teachers form science teaching in a landscape of increasing focus on academically oriented learning outcomes, without losing the unique character of pre-school pedagogies? Seeking to contribute to the discussion of what pre-school science can be, we have analysed data from activities in fourteen Swedish pre-schools (for children aged 1-5 years), to examine if and how multi-dimensional teaching may be combined with teaching for scientific literacy.The overall picture is that elements of ‘emergent scientific literacy' can be combined with a wide range of teaching dimensions, such as empathy, fantasy and storytelling.These results contribute important perspectives to what pre-school science can be and how it can be researched in a way that is suitable for the preschool’s conditions.We suggest our analytical questions, and the dimensions displayed in our results, as a tool for teachers who plan or evaluate science teaching in the early years.

  • 13.
    Colucci-Gray, Laura
    et al.
    University of Aberdeen.
    Ostergaard, Edvin
    Norwegian University of Life Science.
    Erik, Fooladi
    Volda University College.
    Areljung, Sofie
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. UmSER; Örebro universitet.
    Hetherington, Lindsey
    University of Exeter.
    Chappell, Kerry
    University of Exeter.
    Ruck-Keene, Hermione
    University of Exeter.
    Wren, Heather
    University of Exeter.
    STEAM (STEM+Arts): A collective inquiry into potential and limitations of ‘A’ as aesthetics and art-forms in science and technology education vis-à-vis a sustainable future.2018Conference paper (Refereed)
    Abstract [en]

    ‘STEAM education’, also known as the addition of 'arts' to STEM subjects, is a newly emerging concept in science education. While responding to the economic drivers which characterise STEM, engaging the Arts may serve to broaden science learning through inter and trans- disciplinary relationships, across a range of contexts and modes of inquiry (Colucci-Gray et al., 2017). Such approach is in line with the growing body of literature in sustainability science, seeking to expand participation in a shared, and unfolding future by encouraging cross-fertilisation between different domains of knowledge, languages, and experiences of the world, which are fundamentally embodied. To this aim, specific attention here is paid to aesthetics and art forms as modes of knowing engaging sensorial and affective dimensions, as they may be deployed across the sciences, arts, and crafts. In this view, complementary approaches to knowing the world may be brought together; for example, to promote deeper understanding of scientific concepts and practices in science, but also to overcome the limitations of cognitivist approaches, by re-appraising the multiplicity of the body’s intra-actions with the material context. Through such dialogue, a variety of epistemological positions may be explored. One which follows the linear trajectory of knowledge accumulation presupposes a reality ‘out there’, amenable to discovery and prediction. Another conception examines verbal and non-verbal language in giving visibility to our actions and perception of the world. Knowledge is relational and agentic, arising in continuity with tools, mind, and body (Barad, 2007). Finally, recognition of complexity of socio-environmental conditions and our inextricable dependence upon the Earth, calls for awareness of oneself in continuous, affective relationship with an ever-changing context (Kagan, 2011). Drawing on such multiplicity, this symposium will explore the potential and limitations of STEAM for a science education vis-à-vis a sustainable future.

  • 14.
    Due, Karin
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Tellgren, Britt
    örebro universitet.
    Areljung, Sofie
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Ottander, Christina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Sundberg, Bodil
    Örebro univ, NT-akademin.
    Inte som i skolan - pedagoger positionerar naturvetenskap i förskolan: Preschool teachers talk about science – Positioning themselves and positioning science2018In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 14, no 4, p. 411-426Article in journal (Refereed)
    Abstract [en]

    This article discusses how preschool teachers, who include a scientific content in their practice, describe their practice and their view of science in preschool. The study is based on 20 interviews in 9 Swedish preschools. The theoretical and analytical framework combine "communities of practice"(Lave & Wenger) and "positioning theory" (Harré & Langehove). The stories reveal a strong position for the pre-school curriculum and traditions. A prominent storyline is that Science in preschool is something different from science in school. This includes an anti-authoritarian view with a focus on "the competent child". The preschool teachers affirm fantasy, creativity and intuition as a part of science and they position science as easy to access. They also position themselves as pedagogues competent to manage science in preschool. One of the dilemmas is about letting children’s interests and initiatives drive the activities while educators curriculum- based goals have certain intentions to fulfill.

  • 15.
    Silfver, Eva
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Areljung, Sofie
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Hentschel, Linn
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Rantala, Anna
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Björk, Åsa
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Rummets makt: om normer i skolpraktikens olika rum2014Conference paper (Refereed)
  • 16.
    Sundberg, Bodil
    et al.
    School of Science and Technology, Örebro University, Örebro, Sweden.
    Areljung, Sofie
    UmSER; School of Science and Technology, Örebro University, Örebro, Sweden.
    Due, Karin
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. UmSER.
    Ekström, Kenneth
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Ottander, Christina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. UmSER.
    Tellgren, Britt
    School of Science and Technology, Örebro University, Örebro, Sweden.
    Opportunities for and obstacles to science in preschools: views from a community perspective2018In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 40, no 17, p. 2061-2077Article in journal (Refereed)
    Abstract [en]

    In this study, Activity Theory (AT) is used to analyse general patterns for how cultural and historical factors interact with the shaping of science activities in preschools. Data was produced from field notes, video observations, video stimulated recall group discussions and individual interviews with preschool teachers at fourteen preschool units, where science activities were described as a common feature of the practice. Two factors were found to be particularly important for how and whether science learning opportunities were afforded the children: the structure of the preschool community and the type of educational culture within it. In communities characterised by weak mutual commitment and without joint understanding of the purpose of the activities, the science learning objects of the activity often became fragmented and thereby elusive. This was also true for strong communities, with a shared approach and a joint understanding of the purpose of the science activities, but with educational cultures where science learning was not actively supported. In contrast, a strong community combined with an educational culture that allowed teachers to lead and intentionally frame the science content, offered child-centred science activities with clear science learning objects.

  • 17.
    Sundberg, Bodil
    et al.
    Örebro universitet.
    Areljung, Sofie
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Due, Karin
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Ekström, Kenneth
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Ottander, Christina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Tellgren, Britt
    Örebro universitet.
    Understanding preschool emergent science in a cultural historical context through Activity Theory2016In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 24, no 4, p. 567-580Article in journal (Refereed)
    Abstract [en]

    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 three preschools in the form of guided group discussions with preschool teachers, observations and video recordings of activities, and stimulated recall discussions based on the recorded practices. 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. 

  • 18.
    Sundberg, Bodil
    et al.
    Örebro universitet.
    Areljung, Sofie
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Due, Karin
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Ottander, Christina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Tellgren, Britt
    Örebro universitet.
    Förskolans naturvetenskap i praktiken2016 (ed. 1)Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Enligt förskolans läroplan ska varje barn ges möjlighet att utveckla förståelse för naturvetenskap. Barnen ska stimuleras att aktivt undersöka sin omvärld och tänka själva kring naturvetenskap. De ska också ges möjlighet att dela sina tankar och uttrycka dem på ett kreativt sätt. Men hur gör man det i praktiken? Hur kan man som pedagog stötta ett barn så att det utvecklas i sin förmåga att ställa frågor och undersöka? Hur stöttar man barns reflektioner kring de erfarenheter de får via undersökande verksamhet? Och hur gör man det på ett sätt som stämmer med förskolans värdegrund och övriga uppdrag?

    I den här boken ger författarna en mängd konkreta och inspirerande exempel på hur några förskolor har valt att arbeta med naturvetenskap. Den forskning som boken bygger på visar att pedagogernas förhållningssätt till naturvetenskap, snarare än valet av innehåll, är avgörande för om barnen verkligen erbjuds en möjlighet att utveckla förståelse för naturvetenskap. Bokens exempel utgår därför från olika förhållningssätt som man kan ha i samband med naturvetenskapliga aktiviteter. Till varje kapitel hör en eller flera faktarutor där det naturvetenskapliga innehållet förklaras och knyts till generella bärande idéer inom naturvetenskapen.

    Boken spänner över stora delar av det naturvetenskapliga fältet, och visar att det finns många olika sätt att låta barn möta naturvetenskap på. Exemplen i boken vidgar gränserna för hur man kan arbeta med naturvetenskap i förskolan och öppnar för möjligheter till många lustfyllda, engagerande och lärande stunder med barnen.

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