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Learning About Science in Preschool: Play-Based Activities to Support Children's Understanding of Chemistry Concepts
Linnéuniversitetet, Institutionen för biologi och miljö (BOM).ORCID iD: 0000-0001-8819-0977
Linnéuniversitetet, Institutionen för biologi och miljö (BOM).ORCID iD: 0000-0002-0211-9457
2020 (English)In: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 52, no 1, p. 17-35Article in journal (Refereed) Published
Abstract [en]

The study explores children's emerging understanding of an important science concept in chemistry. Play-based learning activities were designed for children to experience and imagine the concept of 'small' as used in chemistry, moving from the visually experienced level of 'small' towards more imaginative understandings. Data were collected through visual ethnography. Analyses of six vignettes of conversations between children and the teacher illustrate development of children's understanding of the focus concept. Deconstruction of everyday items familiar to the children and visual computer animations provided experiences that enabled children to transition from a macro-level of understanding to visualise the molecular/atomic level to differentiate between macro- and micro-understandings of 'small'. A process of 'sustained shared thinking' could describe the teaching/learning processes evident in the children's and teacher's conversations. The analyses suggest that sustained and shared conversations between children and teachers should stem from children's everyday experiences. ResumeL'etude explore chez les enfants la comprehension emergente d'un concept scientifique important en chimie. Des activites d'apprentissage basees sur le jeu ont ete concues pour que les enfants experimentent et imaginent le concept du 'petit' tel qu'il est utilise en chimie, en passant de la decouverte visuelle au niveau du 'petit' vers des comprehensions plus imaginatives. Des donnees ont ete recueillies par le biais de l'ethnographie visuelle. L'analyse de six vignettes de conversations entre les enfants et l'enseignant illustre le developpement chez les enfants de la comprehension du concept examine. La deconstruction d'objets quotidiens familiers pour les enfants et d'animations visuelles sur ordinateur ont fourni des experiences qui ont permis aux enfants de passer d'un niveau de comprehension macro a une visualisation du niveau moleculaire /atomique, et de faire la difference entre les comprehensions macro et micro du 'petit'. Un processus de 'pensee partagee soutenue' pourrait decrire les processus d'enseignement /apprentissage evidents dans les conversations entre enfants et enseignants. Les analyses suggerent que les conversations soutenues et partagees entre les enfants et les enseignants devraient decouler des experiences quotidiennes des enfants. ResumenEl presente estudio explora la comprension reciente de los ninos de un importante concepto de ciencia en el campo de la quimica. Se disenaron actividades ludicas de aprendizaje para que los ninos experimentaran e imaginaran el concepto de tamano "pequeno" segun se utiliza en el campo de la quimica, alternando entre el nivel de experiencia visual del concepto "pequeno" hasta una comprension mas imaginativa. Se recolecto informacion por medio de etnografia visual. Analisis de seis fragmentos de conversaciones entre los ninos y el educador ilustraron el desarrollo de la comprension de los ninos del concepto principal. La deconstruccion de elementos cotidianos comunes para los ninos y las animaciones visuales computarizadas brindaron experiencias que les permitieron a los ninos navegar desde un nivel macro de comprension a visualizar el nivel molecular/atomico, asi como diferenciar entre la comprension macro y micro del concepto "pequeno". Los procesos de ensenanza/aprendizaje que se evidencian en las conversaciones entre ninos y educadores se pueden describir mediante un proceso de "constante pensamiento comun". Los analisis sugieren que conversaciones constantes y compartidas entre ninos y educadores deben emanar de las experiencias cotidianas de los infantes.

Place, publisher, year, edition, pages
Springer , 2020. Vol. 52, no 1, p. 17-35
Keywords [en]
Emergent science, Preschool, Theoretical chemistry, Visual ethnography, sustained shared thinking, Play-based activities
National Category
Educational Sciences Chemical Sciences
Research subject
Natural Science, Science Education
Identifiers
URN: urn:nbn:se:mau:diva-58049DOI: 10.1007/s13158-020-00259-3ISI: 000539398200002Scopus ID: 2-s2.0-85083203711OAI: oai:DiVA.org:mau-58049DiVA, id: diva2:1734126
Available from: 2023-02-05 Created: 2023-02-05 Last updated: 2023-07-04Bibliographically approved

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Adbo, KarinaVidal Carulla, Clara

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