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Tre förskollärares undervisning i teknik – en utvecklingspedagogisk analys av det avsedda och det manifesta lärandeobjektet.
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. (Matematikens, naturvetenskapens och teknikens didaktik)ORCID iD: 0000-0003-4559-3500
2019 (Swedish)In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 15, no 2, p. 114-127Article in journal (Refereed) Published
Abstract [en]

The analysis of three activities from two different preschool units is presented. The aim is to show how the actions of the preschool teachers affect children’s learning possibilities in each activity with regard to the technology in children’s surrounding world. The aim is chosen because previous research have shown the intentions of preschool teachers are not always realized, and that teaching about the technology in the surrounding world is rare. The analysis uses a developmental pedagogy perspective and shows the relation between the intended and the enacted object of learning in each activity. The study shows that the participating preschool teachers are active in children’s learning, have a pedagogical plan where children’s perspectives are observed and regarded, and perform teaching where the technology in the surrounding world is treated and made visible. To what degree the intended object of learning is enacted varies, and possible causes for this are discussed.

Place, publisher, year, edition, pages
2019. Vol. 15, no 2, p. 114-127
Keywords [en]
preschool, preschool teacher, early childhood education, technology education, developmental pedagogy
Keywords [sv]
förskola, förskollärare, teknik, teknikundervisning, utvecklingspedagogik
National Category
Educational Sciences
Research subject
Didactics
Identifiers
URN: urn:nbn:se:mdh:diva-42876Scopus ID: 2-s2.0-85064629712OAI: oai:DiVA.org:mdh-42876DiVA, id: diva2:1294303
Available from: 2019-03-07 Created: 2019-03-07 Last updated: 2019-10-01Bibliographically approved
In thesis
1. Förskolans teknikundervisning: vad och hur?
Open this publication in new window or tab >>Förskolans teknikundervisning: vad och hur?
2019 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The aim of this study was to provide a description of the subject area of tech­nology and the teaching of it in preschool. Three research questions were ad­dressed: 1) What is the content of the subject area of technology in preschool? 2) How do the participants in the study teach technology in preschool? and 3) What aspects of technology does the preschool staff enable the children to learn? The motivation behind the study is the fact that technology is a rela­tively new teaching area in preschool. Research on the topic is scarce and does not provide preschool staff with an adequate scientific basis on which to build their teaching. Data were generated in three phases. First, a questionnaire was sent to 10 % of preschools in one municipality, asking staff what they include in the subject area of technology and how they view the teaching of tech­nology in preschool. Secondly, seven preschool staff who had responded to the ques­tionnaire were interviewed with the aim of providing a more detailed descrip­tion of how technology is taught in their respective preschools. Thirdly, an ethnographically inspired perspective was employed with the participation of two preschool units. I visited them during a six-week period, carried out ob­servations and interviewed staff. The outcome of the research is presented in the form of five individual studies, which collectively provided answers to the research questions. The results showed that preschool staff vary in their de­scriptions of the content of the technology area and how it is taught, with a range spanning from content that does not belong in technology as a knowledge area to relatively complex technological content. Examples of the former were content such as natural science, non-technological skills and tech­niques and the use of technology as a means of learning in other subject areas. Examples of the latter were content such as how a specific technology works, for instance what parts an object is made of and how they are joined together, as well as knowledge of technological systems. The descriptions revealed var­ying levels of competence in the teaching of technology to preschool children, with some staff showing adequate knowledge and confidence and others showing a lower level of knowledge as well as insecurity. It also becomes clear that the intended equality in preschool education had not been achieved in respect of technology education. From the part of this study that was based on an ethnographically inspired perspective it is clear that when preschool staff have the interest and the knowledge needed to teach technology to chil­dren, such teaching can be meaningful to the children and contribute to their learning in accordance with the stated mission of the preschool. The study has relevance for preschool practice as well as for the research community.

Place, publisher, year, edition, pages
Västerås: Mälardalen University, 2019
Series
Mälardalen University Press Dissertations, ISSN 1651-4238 ; 287Mälardalen Studies in Educational Sciences ; 42
National Category
Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-42880 (URN)978-91-7485-423-7 (ISBN)
Public defence
2019-04-26, Kappa, Mälardalens högskola, Västerås, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2019-03-07 Created: 2019-03-07 Last updated: 2019-03-19Bibliographically approved

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Citation style
  • apa
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  • de-DE
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  • Other locale
More languages
Output format
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