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Verksamhetsorienterad dokumentation i förskolans praktik: ett didaktiskt reflektionsverktyg
Örebro University, School of Humanities, Education and Social Sciences.ORCID iD: 0000-0003-3606-9379
(Swedish)Manuscript (preprint) (Other academic)
Abstract [sv]

I artikeln presenteras ett tredelat verktyg att använda vid läsning och granskning av dokumentationer. Verktyget är teoretiskt grundat i ett pragmatiskt perspektiv på lärande. Detta pragmatiska perspektiv bidrar med att bibehålla öppenhet för osäkerhet och överraskningar och låta dokumentationen inkludera socialisation och värdeinnehållsliga lärprocesser kopplade till mänsklig aktivitet (Dewey 1929; Biesta och Burbules 2003), samtidigt som det också erbjuder möjlighet till strukturerade reflektioner kring samtidiga och ömsesidiga dimensioner av meningsskapande. Reflektionsverktyget kan vara ett sätt att ta stöd i verksamhetsorienterade teorier (se exempelvis Pramling Samuelsson och Asplund Carlsson 2003; Dahlberg, Moss och Pence 2006; Lenz Taguchi 2012) och med hjälp av pragmatiska perspektiv på lärande synliggöra relationer mellan individuella, sociala och förskolekulturella dimensioner av meningsskapande processer och innehåll.

National Category
Educational Sciences
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-26951OAI: oai:DiVA.org:oru-26951DiVA, id: diva2:591109
Note

Susanne Klaar is also affiliated to Institutionen för kommunikation och information, Högskolan i Skövde, Skövde, Sweden

Available from: 2013-01-21 Created: 2013-01-21 Last updated: 2017-10-17Bibliographically 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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  • de-DE
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