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Making meaning in Early Years Science Education
Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik. (Early Childhood Education (ECE))
2010 (engelsk)Konferansepaper, Publicerat paper (Fagfellevurdert)
Abstract [en]

The purpose of this paper is to discuss how early years science teaching and learning can be understood as a process of meaning making. From a social semiotic perspective focus of interest is on signs and sign making in early years science teaching and learning. The emphasis is on young children and their teacher as sign-makers and their situated use of modal resources. The discussion is based on authentic examples from an on-going Swedish study. The main object is to describe and analyze the signs young children make in concrete learning situations in science. How do children and their teacher, use different semiotic resources and how do they invent new ways to combine the recourses in science learning as a multimodal meaning making process? I will discuss how this process is semiotically designed by children and their teacher during a couple of small group situations. Secondly the analyse and discussion will focus possible effects of frequent patterns of communication on children´s possibilities to learn. The study is based on micro level analysis of the multiplicity of modes of communication that are active in the learning situations. The analysis focuses on a number of modes including: gesture, speech, gaze and movement as well as the teacher and children’s use of artifacts.

sted, utgiver, år, opplag, sider
2010.
HSV kategori
Identifikatorer
URN: urn:nbn:se:hig:diva-10342OAI: oai:DiVA.org:hig-10342DiVA, id: diva2:443379
Konferanse
5 th International Conference on Multimodality, University of Technology, Sydney, Australia, 1-3 December 2010
Tilgjengelig fra: 2011-09-25 Laget: 2011-09-25 Sist oppdatert: 2018-03-13bibliografisk kontrollert

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