Design för lärande - barns meningsskapande i naturvetenskap

• Main Author: Elm Fristorp, Annika
• Format: Doctoral Thesis
• Language: Swedish
• Published: Stockholms universitet, Institutionen för pedagogik och didaktik 2012
• Subjects: communication; early childhood education; early years’ science education; learning; multimodality; primary education; primary science education
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-75436; http://nbn-resolving.de/urn:isbn:978-91-7447-507-4

The aim of the study was to describe and analyse the design of learning environments and how children in preschool, preschool class and primary school create meaning and learn from the teaching aids offered to them in scientific activities planned by teachers. The theoretical reference frame was obtained from multimodal and design-oriented theory, with its focus on the creative dimensions of learning and detailed aspects of how learning takes place. The study is based on video-observations and constituted an in-depth study of a limited number of occasions spent in preschool, preschool classes and the first year of primary school when science lessons were in progress. Four children’s groups, thirty-six children and five teachers took part in the study, from different schools and municipalities. The children are aged between three and seven. The video-observations have been transcribed as text and analysed with analytical concepts found within the theoretical framework. The results show that considering the number of children in the children’s groups, relatively few children take part in the scientific learning contexts. Changes in the balance of power were evident in the learning settings and followed the interaction patterns that were identified in the children’s groups.  The results also show that children create representations – both individually and corporately – in new or different ways that are made up of analogies expressed in terms of equivalent, existential, expressive and figurative analogies. The children’s verbal expressions that corresponded with the responses expected by the teachers were highly valued, were paid attention to and were recognised as know-how. This meant that many of the potential meanings that exist in children’s meaning-making in science become invisible. The results have educational implications for teachers’ work at the local level and for teacher training.