Student Preschool Teachers' Experiences of Science and Its Role in Preschool

Autor/inn/en	Thulin, Susanne; Redfors, Andreas
Titel	Student Preschool Teachers' Experiences of Science and Its Role in Preschool
Quelle	In: Early Childhood Education Journal, 45 (2017) 4, S.509-520 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-016-0783-0
Schlagwörter	Student Teachers; Preschool Teachers; Student Teacher Attitudes; Preservice Teacher Education; Scientific Attitudes; Knowledge Level; Foreign Countries; Questionnaires; Pretests Posttests; Cohort Analysis; Integrated Curriculum; Qualitative Research; Chemistry; Physics; Biology; Misconceptions; Attitude Change; Sweden + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehramtsstudiengang; Lehrerausbildung; Wissensbasis; Ausland; Fragebogen; Kohortenanalyse; Qualitative Forschung; Chemie; Physik; Biologie; Missverständnis; Attitudinal change; Einstellungsänderung; Schweden
Abstract	This article reports on student preschool teachers' views of science and its role in preschool. Three cohorts of students have been given a written questionnaire with open-ended questions before and after a one-semester course including science (specifically Chemistry and Physics) in a 3.5-year preschool teacher programme in Sweden. The science content in the course is integrated with other subjects and lecturers with different subject backgrounds work together in forming an integrated and meaningful context. A phenomenographic qualitative analysis of responses to the questionnaires before and after the course is presented. The analysis indicated that many students equate science with biology (nature studies), and several did not adjust this view even though chemistry and physics were explicitly taught. Surprisingly few students were negative towards science, none after the course. However, several remain hesitantly positive. Most students described "what" and "how" perspectives of science, but few developed a synthesised view of science activities. However, there was a shift towards a more integrated perspective after the course. Also the quality and eloquence of the students' responses were noticeably improved in responses given after the course. Prior expectations and implications of the results for preschool teacher education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01