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När fysik blir lärområde i förskolan


Please use this identifier to cite or link to this item: http://hdl.handle.net/2077/43456

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Title: När fysik blir lärområde i förskolan
Authors: Larsson, Jonna
E-mail: jonna.larsson@ped.gu.se
Issue Date: 9-Sep-2016
University: Göteborgs universitet. Utbildningsvetenskapliga fakulteten
University of Gothenburg. Faculty of Education
Institution: Department of Education, Communication and Learning ; Institutionen för pedagogik, kommunikation och lärande
Parts of work: Larsson, J. (2013). Children’s encounters with friction. Friction understood as a phenomenon of emerging science and as ‘opportunities for learning’. Journal of Research in Childhood Education, 27(3), 377-392. doi:10.1080/02568543.2013.796335

Larsson, J. (2013). Contextual and conceptual intersubjectivity and opportunities for emergent science knowledge about sound. International Journal of Early Childhood, 45(1), 101-122. doi:10.1007/s13158-012-0078-6

Larsson, J. (under tryckning). Emergent science in preschool. The case of floating and sinking. Accepterad för publicering i International Research in Early Childhood Education, 7(3).

Larsson, J. (opublicerat manuskript). Understanding a science activity in a Swedish preschool by using a model of pedagogical reasoning and action.
Date of Defence: 2016-09-30
Disputation: Fredagen den 30 september 2016, kl 13.00, Kjell Härnqvistsalen, Pedagogen, Göteborg
Degree: Doctor of Philosophy
Publication type: Doctoral thesis
Series/Report no.: Gothenburg Studies in Educational Sciences
390
Keywords: emergent science
physics
children
learning
preschool
preschool teacher
Abstract: This dissertation includes four separate empirical studies, and is directed towards what happens when physics becomes a learning area in preschool. It is about children and preschool teachers exploring and working with physical phenomena such as friction, sound, floating and sinking. The study is anchored within a cultural-historical perspective which highlights communication and interaction in social contexts and that learning takes place in all types of practices in which the child parti... more
ISBN: 978-91-7346-885-5 (tryckt)
978-91-7346-886-2 (pdf)
ISSN: 0436-1121
URI: http://hdl.handle.net/2077/43456
Appears in Collections:Doctoral Theses from University of Gothenburg / Doktorsavhandlingar från Göteborgs universitet
Doctoral Theses / Doktorsavhandlingar Institutionen för pedagogik, kommunikation och lärande

 

 

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