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Vi ska koka soppa, is-soppa!: En observationsstudie om förskolebarns meningsskapande kring aggregationsformer som lärande objekt.
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.
2015 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Syftet med studien är att undersöka hur barns uppfattningar kring aggregationsformer som fenomen förändras genom några enkla aktiviteter med is (fast form), vatten (flytande form) och vattenånga (gasform) samt hur barnen skapar mening kring aggregationsformerna. Denna studie är gjord ur ett utvecklingspedagogiskt perspektiv, en gren ur fenomenografin. Metoden som använts är kvalitativa observationer i barngrupp och data har samlats in genom fältanteckningar. Barnen har observerats under två aktiviter; experimentet Från is till ånga och leken Molekylleken. Experimentetet genomfördes två gånger, en gång innan och en gång efter leken. I studien har 19 barn deltagit i åldrarna fyra till sex år. Studiens resultat visar en förflyttning i samtalet från att i första experimentet kretsa kring barnens tidigare erfarenheter till att under sista experimentet kretsa kring molekyler. Barnens förändrade uppfattningar uppstår i mötet med aktiviteterna och ett meningsskapande kan registreras. Studien visar alltså att barnens nya erfarenheter genom aktiviteterna får betydelse för deras uppfattningar av lärande objektet, aggregationsformer.

Denna studie ger förskollärare förståelse för barnens meningsskapande kring aggregationsformer samt hur barnens begynnande kemikunskap kan ta sin början i förskolan. 

Abstract [en]

The aim of this study is to see the perceptions that preschool children have about the aggregate states as a phenomena through some simple activities with ice (solid), water (liquid form) and water vapor (gas form) and how the children create meaning through the aggregate states. The theoretical perspective in this study is development pedagogic, a part of phenomenography. The used method is qualitative observation in a preschool group and the data is collected with notes. The children have been observed during two different activities; an experiment, From Ice to Vapor and a game, the Molecular game. The experiment took place twice, one time before the game and one time after. 19 children in the ages 4-6 years have been part of this study. The results show a movement of the conversation from the first experiment when they talked a lot about earlier experiences of water to the last experiment when the conversation was more about molecules. The children changed their perceptions in the meeting with the activities and they created meaning in relation to the aggregate states. The study also shows that the new experiences that the children receive through the activities are helping them with their perception of the object of learning, the aggregate states.

This study gives preschool teachers an understanding of how children are creating meaning about aggregate states and how understanding of chemistry can take place in preschool. 

Place, publisher, year, edition, pages
2015. , 36 p.
Keyword [en]
chemistry, preschool, object of learning, create meaning
Keyword [sv]
Kemi, förskola, lärande objekt, meningsskapande
National Category
Pedagogy Chemical Sciences
Identifiers
URN: urn:nbn:se:kau:diva-36518OAI: oai:DiVA.org:kau-36518DiVA: diva2:823246
Educational program
Early Years Education Programme, 210 hp
Supervisors
Examiners
Available from: 2015-06-18 Created: 2015-06-17 Last updated: 2015-06-18Bibliographically approved

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CiteExportLink to record
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