Literaturnachweis - Detailanzeige
Autor/inn/en | Thulin, Susanne; Jonsson, Agneta; Fridberg, Marie; Redfors, Andreas |
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Titel | Communication on Physics Teaching in Preschool |
Quelle | In: International Journal of Early Years Education, 31 (2023) 3, S.822-837 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Thulin, Susanne) ORCID (Jonsson, Agneta) ORCID (Fridberg, Marie) ORCID (Redfors, Andreas) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0966-9760 |
DOI | 10.1080/09669760.2021.2010518 |
Schlagwörter | Physics; Science Instruction; Preschool Education; Teacher Student Relationship; Preschool Children; Preschool Teachers; Communication (Thought Transfer); Foreign Countries; Sweden Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Pre-school education; Vorschulerziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Communication; thought; Kommunikation; Gedanke; Ausland; Schweden |
Abstract | Current research points out the need to develop early childhood education science content didactics. This qualitative study contributes to the field, illuminating teacher's and children's communication about physics. Teaching activities in five preschools, children age 1-5, are inspired by a science teaching model including digital support. The analysis is guided by concepts object of learning and ways of communication with developmental pedagogy as a theoretical framework. The results show (1) how the communication related to the object of learning can be described as different ways of communication (2) communicative patterns related to ways of communication and each setting. The findings show characteristics and patterns of communication where teacher's and children's ways of communication, the science teaching model and the teacher's role is problematised. Further research is needed to investigate implications for teachers and children as contributors in acts of communication related to science teaching and digitalisation. (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 |