Förskollärares konstruktion av ett fysikaliskt lärandeobjekt

About Preschool teachers work with physics in preschool

  • Lina Hellberg Kristianstad University Faculty of Education 291 88 Kristianstad Sweden
  • Susanne Thulin Kristianstad University Faculty of Education 291 88 Kristianstad Sweden
  • Andreas Redfors Kristianstad University Faculty of Education 291 88 Kristianstad Sweden

Abstract

In 2010 the Swedish national curriculum was revised and learning goals concerning chemistry and physics were introduced. That has induced a need for further understanding of teaching and learning of specific content in preschool. Focus in this article is how physics content is constructed as an object of learning during preschool teachers’ planning of teaching. The result of a phenomenographic analysis focusing themes of the conversation concerning the intended object of learning reveals a complex process. Occurrences in the activities with the children, available tools at the preschool, the preschool teachers’ perceptions of the mission and understanding of the learning object, contribute to the construction of the learning object. All these aspects are discussed and implications for preschool practice are suggested.

Author Biographies

Lina Hellberg, Kristianstad University Faculty of Education 291 88 Kristianstad Sweden

 

Faculty of Education, ph d- student

 

Susanne Thulin, Kristianstad University Faculty of Education 291 88 Kristianstad Sweden

Associate professor, Faculty of Education

Andreas Redfors, Kristianstad University Faculty of Education 291 88 Kristianstad Sweden

Faculty of Education

prof. of physics education

 

Published
2019-10-30
Section
Articles