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Doing, knowing, caring and feeling: Exploring relations between nature-oriented teaching and preschool children’s learning
Örebro University, School of Humanities, Education and Social Sciences. (SMED)ORCID iD: 0000-0003-3606-9379
Örebro University, School of Humanities, Education and Social Sciences. (SMED)
2013 (English)Manuscript (preprint) (Other academic)
Abstract [en]

Research has shown that early childhood science education is based on education and care, sometimes stressed as a dichotomy. The purpose of this study is to empirically investigate the relations between teachers’ teaching and children’s learning in preschool practice, both in terms of educative processes and nature oriented content. The ambition is also to develop and present an analysis method that facilitates these investigations. Outdoor nature experiences of preschool children (aged 1-3) were video-recorded, transcribed and analysed. The methodology is based on John Dewey’s pragmatic philosophy. Here, Epistemological Move Analysis, oriented toward teachers’ guiding processes as moves, and Substantive Learning Quality Analysis, oriented toward multidimensional learning qualities, are developed and used as analysis tools. The analyses show that the relations between teaching and learning processes and nature content are intertwined and include education and care. The teachers guide towards aesthetical, moral, cognitive and physical qualities in learning by challenging, admonishing, instructional, confirming, generative, reorienting and reconstructing moves. The results contribute to nature-oriented teaching practice and nature-oriented preschool research when discussing and investigating teaching and learning processes and nature content.

Place, publisher, year, edition, pages
2013.
Keywords [en]
preschool teaching, transactional approach, John Dewey, nature, epistemological moves
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-26950OAI: oai:DiVA.org:oru-26950DiVA, id: diva2:590769
Available from: 2013-01-21 Created: 2013-01-21 Last updated: 2017-10-18Bibliographically approved
In thesis
1. Naturorienterad utbildning i förskolan: pragmatiska undersökningar av meningsskapandets individuella, sociala och kulturella dimensioner
Open this publication in new window or tab >>Naturorienterad utbildning i förskolan: pragmatiska undersökningar av meningsskapandets individuella, sociala och kulturella dimensioner
2013 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [sv]

The overall purpose of this thesis is to investigate, illuminate and clarify meaning making processes and content when children between the ages of 1-3 encounter nature in a preschool practice. Further, the aim is to develop and illustrate action-centred methodological approaches that facilitate investigations of individual, social and cultural dimensions of preschool children’s meaning making of nature. The results are presented in four substudies that all take their starting points in John Dewey’s pragmatic philosophy, with a specific focus on Dewey’s concept of transactions, his theory of action and educative experience as meaning making. In the first substudy, a Practical Epistemology Analysis (PEA) is developed and used to investigate physical meaning making by studying actions and the consequences of these actions. In the second sub-study, a Custom Analysis is developed to facilitate investigations of how the preschool culture contributes to children’s meaning making of nature. An Epistemological Move Analysis (EMA) is used in the third sub-study for investigations relating to teachers’ guiding processes. Here, a Substantive Learning Quality Analysis (SLQA) is also developed and used for investigations of multi-dimensional learning qualities in children’s learning about nature. In the fourth substudy, the analysis methods above are refined to form a tool that can be used by teachers in their reflective work with pedagogical documentation in preschool practice. The results illuminate a multifaceted perspective of meaning making about nature. In this context, meaning making includes cognitive, physical, moral and aesthetical qualities, and nature content includes caring for nature, health and well being in nature and knowledge about natural phenomena and processes. The results contribute to a critical discussion about preschool science education that concerns how preschool practices can highlight nature learning and the multifaceted aspects that are of importance for making meaning of the environment and of life. 

Place, publisher, year, edition, pages
Örebro: Örebro universitet, 2013. p. 121
Series
Örebro Studies in Education, ISSN 1404-9570 ; 37
Series
Örebro Studies in Educational Sciences with an Emphasis on Didactics ; 5
Keywords
Preschool, early childhood education, science education, nature, teaching, meaning making, John Dewey, pragmatism, transaction
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-26425 (URN)978-91-7668-910-3 (ISBN)
Public defence
2013-01-18, Örebro universitet, Prismahuset, Hörsal P2, Fakultetsgatan 1, Örebro, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2012-11-12 Created: 2012-11-12 Last updated: 2017-10-17Bibliographically approved

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Klaar, SusanneÖhman, Johan

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  • apa
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Output format
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