Literaturnachweis - Detailanzeige
Autor/inn/en | Magnusson, Lena O.; Bäckman, Kerstin |
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Titel | What Is the Capacity of A in the Contexts of STEM? |
Quelle | In: Early Years: An International Journal of Research and Development, 43 (2023) 1, S.123-136 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Magnusson, Lena O.) ORCID (Bäckman, Kerstin) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0957-5146 |
DOI | 10.1080/09575146.2021.1914557 |
Schlagwörter | Art Education; STEM Education; Preschool Education; Preschool Teachers; Teacher Attitudes; Teaching Methods; Preschool Children; Childrens Attitudes; Technology Uses in Education; Art Activities; Play; Pedagogical Content Knowledge; Mathematics; Sciences; Student Interests; Foreign Countries; Sweden Arts; Education; Art in Education; Kunst; Bildung; Erziehung; STEM; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Künstlerische Tätigkeit; Spiel; Pädagogische Kompetenz; Mathematik; Science; Wissenschaft; Studieninteresse; Ausland; Schweden |
Abstract | This article is based on a meta-approach to the results of two separate studies and concerns the areas of STEM (science, technology, engineering, mathematics) and STEAM (science, technology, engineering, arts, mathematics) in early childhood education. One of the studies focuses on how preschool teachers understand STEM and how it is taught in the preschool. The other concerns children's perspectives and strategies in their use of digital technology as part of the preschool's arts activities. Methodologically, the researchers have developed the idea of reading one study through the other using a meta-approach design. The results from this analytical approach show how different aspects of children's agency in play and aesthetic activity in the art room (i.e. atelier) can develop and inspire the teachers' pedagogical content knowledge in the subjects of mathematics and science. The results of following children and their processes and actions in the atelier can also influence teachers' knowledge and didactic choices in selecting teaching content and strategies. The findings are considered useful for educators and researchers in the field of early childhood education. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |