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  • 1.
    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.

  • 2.
    Areljung, Sofie
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Creating environments for science in preschool: Five preschool educators and a researcher working on a design-based project2014Conference paper (Refereed)
  • 3.
    Areljung, Sofie
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Miljöer för naturvetenskap i förskolan2014Conference paper (Other academic)
  • 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).
    Toddlers exploring natural phenomena with teachers as co-researchers2015In: 25th conference of EECERA (European Early Childhood Education Research Association), Barcelona, Spain, 7th-11th September, 2015: abstract book, 2015, p. 329-Conference paper (Refereed)
    Abstract [en]

    The aim of this study is to describe and examine the teachers' strategies when it comes to science education for the youngest children (aged 1-2 years).The study relates to Klaar’s and Öhman’s (2012) research on toddler’s physical, non-verbal, experiences of phenomena in science. Further the study draws on the concept “emergent science” that has been promoted by Siraj-Blatchford (2001) to frame a science education for the youngest that includes providing children with a range of experiences, with phenomena and material. Siraj-Blatchford argues that these experiences are essential to later understanding of scientific explanations. The analysis is based on observations of preschool practice, video recordings, field notes, individual interviews with teachers and a video-stimulated focus group interview with all teachers working in the preschool unit. We have informed the caretakers about the project and they have given their written consent to our recording children’s activities. The main finding of this study is the teachers’ “co-researching” strategies: their holding on to children’s discoveries, their helping children to draw attention to finite parts of the world (such as focusing on the sound of walking on snow), their making way for comparisons (such as the difference between blowing dry and wet autumn leaves away from the palm of your hand), and their ways of interpreting children’s non-oral actions in terms of reasoning and drawing conclusions about relationships in nature. Thereby, the results give important contributions to the field of science education for the youngest children and to what non-verbal science learning could be.

    Klaar, Susanne, & Öhman, Johan. (2012). Action with Friction: A Transactional Approach to Toddlers' Physical Meaning Making of Natural Phenomena and Processes in Preschool. European Early Childhood Education Research Journal, 20(3), 439-454. doi: 10.1080/1350293X.2012.704765

    Siraj-Blatchford, J. (2001). Emergent Science and Technology in the Early Years. Paper presented at the XXIII World Congress of OMEP, Santiago, Chile.

  • 5.
    Areljung, Sofie
    et al.
    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.
    Due, Karin
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    “Traditional” Science Renegotiated?: Examining Teachers’ Understandings of Science for Preschool Practice2014Conference paper (Refereed)
  • 6.
    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.

  • 7.
    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.
    Analysing preschool teachers' talk about science activities: focusing perceptions of science for preschool from two different analytical perspectives2014Conference paper (Refereed)
  • 8.
    Ottander, Christina
    et al.
    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.
    Areljung, Sofie
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Sundberg, Bodil
    Örebro univ, NT-akademin.
    Tellgren, Britt
    örebro universitet.
    Understanding Preschool Emergent Science in a Cultural Historical Context through Activity Theory2014Conference paper (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 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.

  • 9.
    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.

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