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MST education in Swedish preschool
University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences. (Matematikdidaktik)
University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences. (Teknikdidaktik)
University of Gävle, Faculty of Engineering and Sustainable Development, Department of Electronics, Mathematics and Natural Sciences. (Fysikdidaktik)
2013 (English)Conference paper, Abstract (Refereed)
Abstract [en]

The present study is part of the EU-Fp7 project SECURE. The research question in the present study is: How is the current Swedish MST curriculum for preschool implemented by the teachers, and perceived by the 5-year old learners?

The introduction of a revised preschool curriculum in 2011 has given MST a prominent place in Swedish preschool, and may be intended by the authorities to change the weak positions and declining trends in the PISA and TIMSS surveys for Swedish school children. The new teaching task seems to be highly appreciated by the preschool teachers. However, the curriculum is quite ambitious, and a major concern is how the implementation will be done. The concept of ”emergent science” is discussed in order to induce positive attitudes towards MST.

In this study, semi-structured interviews with teachers in 15 Swedish preschools are the main source of information combined with some interviews with learners and photographic materials. The method for the analysis uses a category system of which results from some of the categories are reported.

The preschool teachers are aware of the new role as teachers rather than just child minders. The revised curriculum seems to increase the self-confidence for MST of the learners as well as the teachers. The teachers say that the learners are interested in MST and that it is a case of catching opportunities, which may lead to emergent science. The 5-year old learners confirm that they like the activities related to MST.

Working with hypotheses and storyline activities is shown as an example how emergent science can be promoted in 5-year old children. Activities connected to ”emerging science” have been common in Swedish preschools for some time, but after the implementation of the revised curriculum teachers also verbalize this for themselves and the learners.

Place, publisher, year, edition, pages
2013.
Keyword [en]
Sweden, preschool, mathematics, science, technology, emergent science
National Category
Educational Sciences Learning
Identifiers
URN: urn:nbn:se:hig:diva-15162OAI: oai:DiVA.org:hig-15162DiVA: diva2:646384
Conference
10th Conference of the European Science Education Research Association (ESERA 2013), Nicosia, Cyprus, 2-7 september 2013
Projects
Secure, EU-Fp7
Funder
EU, FP7, Seventh Framework Programme, FP7_Science in society 2010-266640
Available from: 2013-09-09 Created: 2013-09-09 Last updated: 2013-09-11Bibliographically approved

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http://www.esera2013.org.cy/proposal-view.2/?abstractid=994

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Attorps, IirisNordlander, EdvardNordström, Göran
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CiteExportLink to record
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Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
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  • text
  • asciidoc
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