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  • 1.
    Klaar, Susanne
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap. Humanities and Informatics, University of Skövde, Skövde, Sweden.
    Öhman, Johan
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Action with friction: a transactional approach to toddlers’ physical meaning making of natural phenomena and processes in preschool2012Inngår i: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 20, nr 3, s. 439-454Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Research into preschool education has paid a lot of attention to investigating children’s conceptual development and cognitive learning aboutnature, with methods based on observations and verbal interviews before and after a teaching period. The purpose of this study has been to present and illustrate an approach that facilitates the analysis of practical meaning making in Early Childhood Education. The study is largely based on John Dewey’s pragmatism and has a particular focus on his use of transaction, functional coordination, inquiry, educative experience and nature. In this context meaning making is understood as the growing, learning process that contributes to further actions in extended ways. A transactional approach to physical experiences, with a focus on analyses of toddlers’ bodily actions in nature encounters, is illustrated by a video recording of a toddler’s encounter with icy and clay surfaces. This encounter was analysed using Practical Epistemological Analysis. Toddlers’ inquiry processes were studied with a specific focus on functional coordination, i.e. relations between different actions and their consequences when meeting the environment. The methodological approach contributes to further research by focusing on practical and physical learning processes. It can also be seen as a contribution to Early Childhood Science Education by showing the relation between previous experiences of natural phenomena and meaning making for further actions in extended ways.

  • 2.
    Klaar, Susanne
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Öhman, Johan
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Children’s meaning making of nature in an outdoor-oriented and democratic Swedish preschool practice2014Inngår i: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 22, nr 2, s. 229-253Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Previous research has shown that the Swedish preschool educational tradition is characterised by outdoor-oriented and democratic approaches. The purpose of this study is to empirically investigate what consequences these approaches have for preschool children's meaning-making of nature, when studied in practice, in children's spontaneous outdoor activities. The methodology is based on John Dewey's pragmatism with a specific focus on transaction, habits and customs. A transactional analysis method has been developed to fulfil the purpose of the investigation. The analysis illuminates relations between: (1) the Swedish preschool's educational tradition in terms of national customs; and (2) the local customs expressed in practice. Fifty-seven events were chosen for further analysis including play with water and sand, and sliding on snow. Consequences for children's meaning-making of nature are shown as possibilities for experience-based inquiry based on children's own choices and also for enjoying and feeling good in nature. The results show fewer possibilities for scientific concept learning. The results can thus be seen as a contribution to the early childhood educational discussion about how to arrange learning situations of natural phenomena and processes in preschools and at the same time maintain their democratic/outdoor-oriented characteristics

  • 3.
    Sundberg, Bodil
    et al.
    Örebro universitet, Institutionen för naturvetenskap och teknik.
    Areljung, Sofie
    Department of Science and Mathematics Education, Umeå University, Umeå, Sweden.
    Due, Karin
    Department of Science and Mathematics Education, Umeå University, Umeå, Sweden.
    Ekström, Kenneth
    Applied Educational Science, Umeå University, Umeå, Sweden.
    Ottander, Christina
    Department of Science and Mathematics Education, Umeå University, Umeå, Sweden.
    Tellgren, Britt
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Understanding preschool emergent science in a cultural historical context through Activity Theory2016Inngår i: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 24, nr 4, s. 567-580Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this study is to explore how cultural factors interact with preschool teachers’ shaping of activities with science content, and also how Activity Theory (AT) as a theoretical framework can be useful for examining interrelations within preschool systems. Qualitative data was collected from three preschools in the form of guided group discussions with preschool teachers, observations and video recordings of activities, and stimulated recall discussions based on the recorded practices. The preschools displayed diverse approaches for experiencing and learning science, some with great creativity. In all preschools learning was integrated with care, upbringing and play. To support children’s interest and confidence was central. How science activities were shaped mainly depended on how children’s interests were allowed to govern practice. The use of AT as an analytical tool was proven to be effective in identifying the elements, relationships and tensions crucial for understanding the framing of science activities. 

  • 4.
    Wilder, Jenny
    et al.
    Department of Special Education, Stockholm University, Stockholm, Sweden.
    Lillvist, Anne
    School of Education, Culture and Communication, Mälardalen University, Västerås, Sweden.
    Learning Journey: A Conceptual Framework for Analyzing Children’s Learning in Educational Transitions2018Inngår i: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 26, nr 5, s. 688-700Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Research about transitions in early childhood education has had an upsurge especially in the last 15 years. Much attention has been directed to what constitutes and builds up positive transitions. Although, as learning is one of the main tasks in educational settings, there is a need for more explicit research discussions in the transition research field about children’s learning in transition. The aims of this article are to discuss and unravel the theoretical concept ‘learning journey’ and to propose a conceptual framework for analyzing children’s learning in early educational transitions. The article gives a review of the concept learning journey and related terms: learning, continuity/discontinuity, change, collaboration and time. A conceptual framework of learning journey is proposed and a model presented. The model is discussed in relation to the PPCT-model of Urie Bronfenbrenner and a final discussion set the proposed conceptual framework of learning journey in the context of application to early childhood education.

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