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Play with Science in Inquiry Based Science Education
Stockholm University, Faculty of Science, Department of Mathematics and Science Education. (Naturvetenskapsämnenas didaktik)
Stockholm University, Faculty of Science, Department of Mathematics and Science Education. (Naturvetenskapsämnenas didaktik)
Stockholm University, Faculty of Science, Department of Mathematics and Science Education. (Naturvetenskapsämnenas didaktik)
2012 (English)In:  Science learning and Citizenship.  E-bok: http://lsg.ucy.ac.cy/esera/e_book/base/table-of-content.html.: The ESERA 2011 conference. / [ed] C. Bruguière, A.Tiberghien & P.Clément, 2012Conference paper, Published paper (Refereed)
Abstract [en]

In science education students sometimes engage in imaginary science-oriented play where ideas about science and scientists are put to use. Through play, children interpret their experiences, dramatize, give life to and transform what they know into a lived narrative. In this paper we build on the work of Vygotsky on imagination and creativity. Previous research on play in primary and secondary school has focused on play as a method for formal instruction rather than students’ spontaneous informal play. Our aim is to explore students’ informal play as part of activity in lower secondary school science. The empirical study was conducted as part of a larger study on learning, narrative knowing and remembering in inquiry based science education in two Swedish compulsory schools. Data were collected during 10 weeks using video- and audiotape recordings. Our analyses of play show that the students step in and out of play when engaging in task completion. Play offers opportunities for sense-making, opposition and exploration of ways of enacting science identities. Implications for teaching science are that teachers, in order to promote students’ learning about science as a cultural endeavor and students’ learning about themselves in relation to science and scientist communities, may encourage students’ informal play.

Place, publisher, year, edition, pages
2012.
Keyword [en]
informal play, science learning, inquiry, lower secondary school
National Category
Didactics
Research subject
Science Education
Identifiers
URN: urn:nbn:se:su:diva-75752OAI: oai:DiVA.org:su-75752DiVA: diva2:523826
Conference
ESERA, Lyon, 2011.
Projects
LINT
Funder
Knut and Alice Wallenberg FoundationSwedish Research CouncilRiksbankens Jubileumsfond
Available from: 2012-05-04 Created: 2012-04-26 Last updated: 2012-05-04Bibliographically approved

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http://lsg.ucy.ac.cy/esera/e_book/base/ebook/strand11/ebook-esera2011_ANDREE-11.pdf

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CiteExportLink to record
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Citation style
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