Opportunities for and Obstacles to Science in Preschools: Views from a Community Perspective

Autor/inn/en	Sundberg, Bodil; Areljung, Sofie; Due, Karin; Ekström, Kenneth; Ottander, Christina; Tellgren, Britt
Titel	Opportunities for and Obstacles to Science in Preschools: Views from a Community Perspective
Quelle	In: International Journal of Science Education, 40 (2018) 17, S.2061-2077 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Areljung, Sofie) ORCID (Tellgren, Britt)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2018.1518615
Schlagwörter	Science Activities; Preschool Education; Preschool Children; Educational Environment; School Culture; Preschool Teachers; Teacher Attitudes; Foreign Countries; Institutional Characteristics; Scientific Concepts; Acoustics; Natural Resources; Sweden + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulkultur; Schulleben; Erzieher; Erzieherin; Kindergärtnerin; Lehrerverhalten; Ausland; Akustik; Natural Ressource; Natürliche Ressource; Schweden
Abstract	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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01