Syfte
The study investigates how play-based learning activities can help children understand the scientific concept of ‘small’, including how the term is used to describe small components that cannot be seen but must be imagined, such as molecules and atoms. The research questions are: 1) What characterises children’s scientific understanding of the concept of ‘small’? 2) How can kindergarten teachers design activities and provide experiences that promote children’s understandings of chemical concepts?
Resultat
The results show that deconstruction of everyday and familiar objects, in combination with video animations, made it possible for the children to go from a macro-level understanding of the objects (what is possible to observe) to a micro-level understanding of them (molecule/atom). In addition, the children learned how to distinguish between these two levels. The children arrived at this knowledge through sustained shared thinking together with the kindergarten teacher. The researchers behind the study believe that sustained shared thinking must be based on children’s everyday experiences.
Design
The researchers video recorded six conversations between the kindergarten teacher and the children in a Swedish kindergarten. The children’s group consisted of four children, two boys and two girls, all of whom were between three and four years old. The kindergarten teachers taught the children about the concept of ‘small’ in two stages. Firstly, everyday objects (a leaf, salt, a sugar cube) were divided into smaller pieces and the children were allowed to look at the pieces under a microscope. The children were then shown video animations of the same pieces where they were broken down to a molecular or atomic level.
Referenser
Adbo, K. & Carulla, C. V. (2020). “Learning About Science in Preschool: Play‑Based “Activities to Support Children’s Understanding of Chemistry Concepts”. International Journal of Early Childhood, 52(1):17–35.