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STEM and STEAM - in the intercept of teacher's perspective and children'sperspective
Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Bild- och dramapedagogik. (Early childhood Education (ECE))ORCID-id: 0000-0003-3412-8486
Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik. (Early Childhood Education (ECE))ORCID-id: 0000-0002-0776-3110
2019 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
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

sted, utgiver, år, opplag, sider
2019.
Emneord [en]
children’s perspective, child's perspective, teacher knowledge, preschool education, STEM, STEAM
HSV kategori
Forskningsprogram
Innovativt lärande
Identifikatorer
URN: urn:nbn:se:hig:diva-29364OAI: oai:DiVA.org:hig-29364DiVA, id: diva2:1294710
Konferanse
NERA 2019, EDUCATION IN A GLOBALIZED WORLD, 6 – 8 mars 2019, Uppsala, Sweden
Tilgjengelig fra: 2019-03-08 Laget: 2019-03-08 Sist oppdatert: 2020-05-06bibliografisk kontrollert

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Magnusson, Lena OBäckman, Kerstin

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