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Bäckman, K., Elm, A. & Magnusson, L. O. (2020). Didaktik i förskolan: - förskolans didaktik. In: Bäckman, K., Elm, A. & Magnusson, L.O. (Ed.), Förskola, barn och undervisning: Didaktik i förskolan (pp. 189-196). Stockholm: Liber
Open this publication in new window or tab >>Didaktik i förskolan: - förskolans didaktik
2020 (Swedish)In: Förskola, barn och undervisning: Didaktik i förskolan / [ed] Bäckman, K., Elm, A. & Magnusson, L.O., Stockholm: Liber, 2020, p. 189-196Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2020
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-31108 (URN)978-91-47-13159-4 (ISBN)
Note

kommande

Available from: 2019-11-27 Created: 2019-11-27 Last updated: 2019-11-27Bibliographically approved
Bäckman, K. & Björklund, E. (2020). Från förskolemetodik/pedagogik till förskoledidaktik. In: Bäckman, K., Elm, A & Magnusson L.O. (Ed.), Förskola, barn och undervisning: Didaktik i förskolan (pp. 36-52). Stockholm: Liber
Open this publication in new window or tab >>Från förskolemetodik/pedagogik till förskoledidaktik
2020 (Swedish)In: Förskola, barn och undervisning: Didaktik i förskolan / [ed] Bäckman, K., Elm, A & Magnusson L.O., Stockholm: Liber, 2020, p. 36-52Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2020
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-31105 (URN)978-91-47-13159-4 (ISBN)
Note

kommande

Available from: 2019-11-27 Created: 2019-11-27 Last updated: 2019-11-27Bibliographically approved
Bäckman, K., Elm, A. & Magnusson, L. O. (Eds.). (2020). Förskola, barn och undervisning: Didaktik i förskolan. Stockholm: Liber
Open this publication in new window or tab >>Förskola, barn och undervisning: Didaktik i förskolan
2020 (Swedish)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2020. p. 196
National Category
Social Sciences
Identifiers
urn:nbn:se:hig:diva-31098 (URN)978-91-47-13159-4 (ISBN)
Note

kommande

Available from: 2019-11-27 Created: 2019-11-27 Last updated: 2019-12-09Bibliographically approved
Bäckman, K. (2020). Matematikundervisning i förskolan: - vad, varför och hur?. In: Bäckman, K., Elm, A. & Magnusson, L.O. (Ed.), Förskola, barn och undervisning: Didaktik i förskolan (pp. 71-87). Stockholm: Liber
Open this publication in new window or tab >>Matematikundervisning i förskolan: - vad, varför och hur?
2020 (Swedish)In: Förskola, barn och undervisning: Didaktik i förskolan / [ed] Bäckman, K., Elm, A. & Magnusson, L.O., Stockholm: Liber, 2020, p. 71-87Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2020
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-31107 (URN)978-91-47-13159-4 (ISBN)
Note

kommande

Available from: 2019-11-27 Created: 2019-11-27 Last updated: 2019-11-27Bibliographically approved
Bäckman, K., Campell, C., Speldevinde, C., Eeckhout, T., Johansson, A.-M. & Arnqvist, A. (2019). Cross–cultural interpretations of STEM in early childhood. Early Child Development and Care
Open this publication in new window or tab >>Cross–cultural interpretations of STEM in early childhood
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2019 (English)In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275Article in journal (Refereed) Submitted
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-31234 (URN)
Available from: 2019-12-09 Created: 2019-12-09 Last updated: 2019-12-10Bibliographically approved
Magnusson, L. O. & Bäckman, K. (2019). STEM and STEAM - in the intercept of teacher's perspective and children'sperspective. In: : . Paper presented at NERA 2019, EDUCATION IN A GLOBALIZED WORLD, 6 – 8 mars 2019, Uppsala, Sweden.
Open this publication in new window or tab >>STEM and STEAM - in the intercept of teacher's perspective and children'sperspective
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Over the past decades, the concepts of STEM and STEAM has been discussed and used in educational research in different ways. This paper is based on the results from two separate studies. One concerning preschool teachers' understanding of science, technology, engineering and mathematics, STEM, in relation to teaching in preschool. The other study concern children’s perspective and strategies in their use of digital technology concerning visual aspects of arts, the A in STEAM. The purpose of this paper is to compare and connects results from the two studies out of the question: What does the A in STEAM add to manners of teaching the subjects referred to in STEM? One theoretical point of departure derives from Shulman's (1986) theory of how knowledge develops in teaching and that teachers use special knowledge in teaching, i.e. pedagogical content knowledge, PCK. We also relate to the concepts of children’s perspective and child perspective (Halldén, 2003; Sommer, Pramling Samuelsson, & Hundeide, 2011) as well as the complexity of diffractive readings (Barad 2014; Magnusson, 2017). The two studies that are in focus are conducted in different ways, with varying methodological approaches and analysed with different theoretical perspective. In this paper, we want to do a meta-analysis with the help of the concepts of children’s perspective and child perspective. By doing that we hope to find new knowledge and thereby contribute to teacher knowledge about teaching STEAM areas. The research follows guidelines for research ethics adopted in the humanities and social sciences in Sweden (codex.vr.se). The preliminary results of the meta-analyses presented in this paper concern how different aspects of the intercept of teacher’s perspective/child perspective and children's perspective, in the two studies, can come to show learning, teaching/education and knowledge practice concerning the contribution of A in STEAM in relation to STEM. In an extension, we mean that the result can influence teacher knowledge and their didactic choices in teaching when it comes to the selection of content and strategies. The study can also contribute to a deeper understanding of what A in STEAM mean from children’s perspective in preschool education.

Barad, K. (2014). Diffracting Diffraction: Cutting Together Apart. Parallax, 20(3), 168–18

Halldén, G. (2003). Barnperspektiv som ideologiskt eller metodologiskt begrepp. Pedagogisk Forskning i Sverige, (1), 12.

Magnusson, L. O. (2017). Treåringar, kameror och förskola – en serie diffraktiva rörelser. [Three-year-olds, cameras and preschool: A series of diffractive movements]. Doctoral dissertation, University of Gothenburg. Sweden.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

Sommer, D., Pramling Samuelsson, I., & Hundeide, K. (2011). Barnperspektiv och barnens perspektiv i teori och praktik. Stockholm: Liber.

www.codex.vr.se

Keywords
children’s perspective, child's perspective, teacher knowledge, preschool education, STEM, STEAM
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-29364 (URN)
Conference
NERA 2019, EDUCATION IN A GLOBALIZED WORLD, 6 – 8 mars 2019, Uppsala, Sweden
Available from: 2019-03-08 Created: 2019-03-08 Last updated: 2019-12-09Bibliographically approved
Hammarberg, A. & Bäckman, K. (2017). Preschool teachers pedagogical content knowledge in Mathematics, Science and Technology: What is possible to teach?. In: 27th EECERA Annual conference 'Social justice, solidarity and children's rights': Abstract book. Paper presented at EECERA 27th Conference, 'Beyond the Crisis: Social Justice, Solidarity and Children's Rights' 29th august-1st september 2017, Bologna, Italy (pp. 139-140). Bologna: EECERA
Open this publication in new window or tab >>Preschool teachers pedagogical content knowledge in Mathematics, Science and Technology: What is possible to teach?
2017 (English)In: 27th EECERA Annual conference 'Social justice, solidarity and children's rights': Abstract book, Bologna: EECERA , 2017, p. 139-140Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The aim of the research is to investigate how preschool teachers' content knowledge (CK) and pedagogical content knowledge (PCK) can be understood in relation to mathematics, science and technology (MST) in preschool i.e. the knowledge and values that underlie preschool teachers' choice of content and how it effects teaching in preschool. Teachers' knowledge of how children learn and the specific knowledge of how all children can be involved in the classroom is one of the components of PCK (Shulman, 1986) that together with issues of gender, class and ethnicity form the framework of the study. Data will be analysed with support of Shulman's theory (1986) and the sociocultural perspective (e.g. Rogoff, 2003, Wenger, 1998). A survey was conducted together with a reference group consisting of experienced preschool managers and preschool teachers. The survey is based on concepts that derive from Shulman (1986) and on the objectives spelled out in the national preschool curriculum (National Agency, 2016). The survey has been sent to 2000 Swedish preschool teachers and has been

analysed by multivariate methods. We follow ethical guidelines on anonymity and confidentially from the Swedish Research Council (2011). Findings provide knowledge on how preschool teachers talk about MST, what words they use and their pedagogical content knowledge in relation to their teaching about mathematics, science and technology. The findings show the preschool teachers PCK and also needs and dilemmas when teaching MST content in preschool activities.

Place, publisher, year, edition, pages
Bologna: EECERA, 2017
Keywords
preschool teacher, Mathematics, Science, technology, pedagogical content knowl
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-25690 (URN)
Conference
EECERA 27th Conference, 'Beyond the Crisis: Social Justice, Solidarity and Children's Rights' 29th august-1st september 2017, Bologna, Italy
Available from: 2017-11-29 Created: 2017-11-29 Last updated: 2018-03-13Bibliographically approved
Bäckman, K. & Bose, K. (2017). Teaching of Mathematics and Science in Preschools: A Comparative Account of Botswana and Sweden. Teacher Development
Open this publication in new window or tab >>Teaching of Mathematics and Science in Preschools: A Comparative Account of Botswana and Sweden
2017 (English)In: Teacher Development, ISSN 1366-4530, E-ISSN 1747-5120Article in journal (Other academic) Submitted
Place, publisher, year, edition, pages
Routledge, 2017
Keywords
Early Childhood Education, M&S Educatioin, Knowledge Base, PCK & SMK, Botswana, Sweden
National Category
Didactics
Identifiers
urn:nbn:se:hig:diva-21378 (URN)
Available from: 2016-03-31 Created: 2016-03-31 Last updated: 2018-12-03Bibliographically approved
Bäckman, K., Hammarberg, A. & Eriksson, A. (2016). Barns lärare och deras professionskunskaper - exemplet matematik (1ed.). In: Elisabeth Björklund och Christina Gustafsson (Ed.), Praktiknära forskning: Barn, lärare och lärande (pp. 27-44). Lund: Studentlitteratur
Open this publication in new window or tab >>Barns lärare och deras professionskunskaper - exemplet matematik
2016 (Swedish)In: Praktiknära forskning: Barn, lärare och lärande / [ed] Elisabeth Björklund och Christina Gustafsson, Lund: Studentlitteratur, 2016, 1, p. 27-44Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur, 2016 Edition: 1
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-22854 (URN)978-91-44-10971-8 (ISBN)
Available from: 2016-11-28 Created: 2016-11-28 Last updated: 2018-03-13Bibliographically approved
Bäckman, K. (2015). Matematiskt gestaltande i förskolan. (Doctoral dissertation). Åbo: Åbo Akademis Förlag
Open this publication in new window or tab >>Matematiskt gestaltande i förskolan
2015 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [en]

The purpose of the thesis is to study how mathematics is experienced and used in preschool children’s activities and how preschool teachers frame their teaching of mathematical content. The studies include analyses of children’s actions in different activities from a mathematical perspective and preschool teachers’ intentions with and their teaching of mathematics. Preschool teachers’ understanding of the knowledge required in this area is also scrutinised. The theoretical points of departure are variation theory and sociocultural theory. With variation theory the focus is directed towards how mathematical content is dealt with in teaching situations where preschool teachers have chosen the learning objects. The sociocultural perspective has been chosen because children’s mathematical learning in play often takes place in interactions with others and in the encounter with culturally mediated concepts. The theoretical framework also includes didactical points of departure. The study is qualitative, with videography and phenomenography as metholological research approaches. In the study, video observations and interviews with preschool teachers have been used as data collection methods. The results show that in children’s play mathematics consists of volume, geometrical shapes, gravity, quantity and positioning. The situations also include size, patterns, proportions, counting and the creation of pairs. The preschool teachers’ intentions, planning and staging of their goal-oriented work are that all children should be given the opportunity to discern a mathematical content. This also includes making learning objects visible in here-and-now-situations. Variation and a clear focus on the mathematical content are important in this context. One of the study’s knowledge contributions concerns the didactics of mathematics in the preschool. This relates to the teaching of mathematics and includes the knowledge that preschool teachers regard as essential for their teaching. This includes theoretical and practical knowledge about children and children’s learning and didactical issues and strategies. The conclusion is that preschool teachers need to have a basic knowledge of mathematics and the didactics of mathematics.

Abstract [sv]

Avhandlingens syfte är att studera hur matematik erfars och används i förskolebarns aktiviteter och hur förskollärare utformar undervisning med matematiskt innehåll. Studierna omfattar barns handlingar i olika aktiviteter utifrån ett matematiskt perspektiv och vidare förskollärares intentioner med och genomförande av undervisning i matematik. Dessutom studeras förskollärares uppfattningar av kunskapsbehov i undervisning. De teoretiska utgångspunkterna är variationsteori och sociokulturell teoribildning. Med variationsteorin sätts bl.a. fokus på hur matematikinnehållet behandlas i lärsituationer där förskollärarna valt lärandeobjekt. Det sociokulturella perspektivet har valts därför att barns matematiska lärande i lek ofta sker i samspel med andra och i mötet med kulturellt förmedlade begrepp. Till det teoretiska ramverket hör även didaktiska utgångspunkter. Studien är kvalitativ med videografi och fenomenografi som metodologiska forskningsansatser. I studien har videoobservationer och förskollärarintervjuer använts som metoder för insamling av data. Resultatet visar att matematik i barns lek omfattar volym, geometriska former, tyngd, ”många” och positionering. Situationerna inkluderar även storlek, mönster, proportioner, räkning och parbildning. Förskollärares intentioner, planering och iscensättning av sitt målinriktade arbete är att alla barn ska ges möjlighet att urskilja ett matematiskt innehåll. Intentionen omfattar också att synliggöra lärandeobjekt i här-och-nu-situationer. Variation och ett tydligt fokus på det matematiska innehållet är viktigt i iscensättningen. Ett av studiens kunskapsbidrag handlar om matematikdidaktik i förskolan. Det rör undervisning av matematik och omfattar de kunskaper förskollärare anser sig behöva när de undervisar. Detta inkluderar såväl teoretiska som praktiska kunskaper om barn och barns lärande som didaktiska frågeställningar och strategier. Slutsatser är att förskollärare behöver ha vissa baskunskaper som omfattar matematik och matematikdidaktik.

Place, publisher, year, edition, pages
Åbo: Åbo Akademis Förlag, 2015. p. 273
Keywords
mathematical formation, preschool, teaching, learning studies, here-and-now-situations, variation, the didactics of mathematics, matematiskt gestaltande, förskola, undervisning, lärstudier, här-ochnu-situationer, variation, matematikdidaktik
National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-18839 (URN)978-951-765-774-7 (ISBN)
Public defence
2015-01-29, Auditorium Rotunda, Campus Allegro, Storgatan 7, Jakobstad, 16:00 (Swedish)
Opponent
Supervisors
Available from: 2015-01-23 Created: 2015-01-23 Last updated: 2018-03-13Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-0776-3110

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