Teaching Chemistry and Physics in Preschool: A Matter of Establishing Intersubjectivity

Autor/inn/en	Fridberg, Marie; Jonsson, Agneta; Redfors, Andreas; Thulin, Susanne
Titel	Teaching Chemistry and Physics in Preschool: A Matter of Establishing Intersubjectivity
Quelle	In: International Journal of Science Education, 41 (2019) 17, S.2542-2556 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fridberg, Marie) ORCID (Jonsson, Agneta) ORCID (Redfors, Andreas) ORCID (Thulin, Susanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2019.1689585
Schlagwörter	Foreign Countries; Science Instruction; Chemistry; Physics; Preschools; Preschool Education; Elementary School Science; Science Education; Science Activities; Preschool Children; Preschool Teachers; Teacher Student Relationship; Interaction; Teaching Methods; Perspective Taking; Sweden + Suchen Sie Ihr Suchwort? Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Physik; Pre-school education; Vorschulerziehung; Naturwissenschaftliche Bildung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Teaching method; Lehrmethode; Unterrichtsmethode; Zukunftsperspektive; Schweden
Abstract	This paper describes analysis of teaching instances that are part of an in-service preschool teachers programme about chemistry and physics in preschool. The aim is to develop knowledge about the communication established between teacher and children in relation to an object of learning, specifically the role of intersubjective communication in relation to an object of learning. A set of science activities with a specified object of learning was developed in groups of teachers and researchers. A qualitative analysis of the communication in relation to the chosen object of learning was performed. The focus of the analysis was excerpts representing differences in intersubjectivity related to the object of learning and what can be said to characterise the communication between teachers and children in these situations. The results show that intersubjectivity can occur in different ways with different consequences for children's opportunities to experience the intended object of learning. In connection to this, the importance of teachers having a mutual simultaneity in the communication with children about a specific content is highlighted. The teachers have to create links between the child's perspective and the object of learning. Intermediary objects of learning are discussed as supporting elements in the conquest of new knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01