Känslor och estetik i förskolans naturvetenskap
Emotions and aesthetics in preschool science
DOI:
https://doi.org/10.5617/nordina.8744Abstract
The significance of aesthetic experiences, including things perceived as beautiful or pleasant, but also ugly or unpleasant, has been studied in relation to children’s interest and learning in science. The purpose of the present study is to contribute to the development of knowledge about how aesthetics and exploratory approaches are used in preschool teaching in science. Based on this, we wanted to examine the possibility that a focus on aesthetic experiences and experiences based on living organisms or natural objects could be considered and used as a subject didactic model in activities with scientific content. The article is based on an analysis of interactive logbooks from a collaborative project between preschool and university. Our results show that aesthetic experiences and expressions appear as constantly present and in constant change and development in the preschool’s activities, and that this is driven by the children’s and educators’ curiosity and creativity in close interaction. Our conclusion is that a subject didactic model with a focus on aesthetic experiences might contribute to this didactic approach being formulated, concretized and developed in preschool teaching.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).