The Collective Construction of a Science Unit: Framing Curricula as Emergent From Kindergarteners’ Wonderings

Siry, Christina; Max, Charles

doi:10.1002/sce.21076

Cited by 36 publications

(21 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The complex spider-thread machine gradually and miraculously started to function. Accordingly, the children in this study operated in a cross-border manner, pushing the limit of science and art practice, comparable to scholars claiming that learning science in the early years can be viewed as a hands-on and emergent act (Caiman 2015;Larsson 2013;Siry and Max 2013;Siry et al 2012). At first, the children's actions might seem irrelevant or even naive.…”

Section: Discussionsupporting

confidence: 58%

The Role of Art Practice in Elementary School Science

Caiman

Jakobson

2019

Sci & Educ

View full text Add to dashboard Cite

The aim of this study was to examine the role of aesthetic practice in elementary school and the consequences for children's meaning-making in science. More specifically, we intended to scrutinise what science learning emerges within the process, to target the consequences of adopting art practice in science class and to explore these two dimensions as a whole in order to better understand how children make meaning when exploring animals' ecology. The data, comprising audio recordings, photographs of children's drawings and field notes, were collected in one school which we visited on three occasions over a period of four consecutive days. The school is located in Sweden, and the children participating in the study were between 6 and 7 years old (Swedish grade 1). In this particular study, the children were involved in exploring animals' ecology. Data was analysed by means of practical epistemology analysis (PEA), taking its stance in Deweyan pragmatic philosophy on learning and meaningmaking. The results reveal that art practice was important for children's cognitive and aesthetic learning in science. The entanglement of science learning and art-in-the-making was shown to be of significance for broadening and deepening children's science repertoire. In addition, children's imagination and creativity was a vital part of their meaning-making when exploring a complex phenomenon, such as the spinneret, the Bspider-thread machine^. All along the process, the young learners, in transaction with the contextual features, developed agency meaning that the children owned the problems and developed action strategies through art and speech.

show abstract

Section: Discussionsupporting

confidence: 58%

The Role of Art Practice in Elementary School Science

Caiman

Jakobson

2019

Sci & Educ

View full text Add to dashboard Cite

show abstract

“…It has a great significance when multicomplex problems related to science and sustainability are addressed. When young children are given the opportunity to act both as learners and experts (Siry and Max 2013), they can offer help for humanity extending beyond conventional ways of acting.…”

Section: Implications For Educatorsmentioning

confidence: 99%

Young children’s imagination in science education and education for sustainability

Caiman

Lundegård

2017

Cult Stud of Sci Educ

View full text Add to dashboard Cite

This research is concerned with how children's processes of imagination, situated in cultural and social practices, come into play when they invent, anticipate, and explore a problem that is important to them. To enhance our understanding of young children's learning and meaning-making related to science and sustainability, research that investigates children's use of imagination is valuable. The specific aim of this paper is to empirically scrutinize how children's imaginations emerge, develop, and impact their experiences in science. We approach imagination as a situated, open, and unscripted act that emerges within transactions. This empirical study was conducted in a Swedish preschool, and the data was collected 'in between' a science inquiry activity and lunchtime. We gathered specific video-sequences wherein the children, lived through the process of imagination, invented a problem together and produced something new. Our analysis showed that imagination has a great significance when children provide different solutions which may be useful in the future to sustainability-related problems. If the purpose of an educational experience in some way supports children's imaginative flow, then practicing an open, listening approach becomes vital. Thus, by encouraging children to explore their concerns and questions related to sustainability issues more thoroughly without incautious recommendations or suggestions from adults, the process of imagination might flourish.

show abstract

“…al, 2015). Based on these findings, I recognised the need of developing models for science teaching that focus children's agentic exploration of scientific phenomena (Siry & Max, 2013) and support teachers to conduct child-centered, investigative practices (Cremin, Glauert, Craft, Compton, & Stylianidou, 2015).…”

Section: Identifying Needs and Formulating Goals For The Projectmentioning

confidence: 99%

Science verbs as a tool for investigating scientific phenomena – a pedagogical idea emerging from practitioner-researcher collaboration

Areljung

2016

NorDiNa

View full text Add to dashboard Cite

This paper communicates the pedagogical idea of approaching scientific phenomena through verbs. The idea has sprung from a collaboration between preschool practitioners and a researcher, addressing science education in preschool (children aged 1-5 years). Drawing on a joint problem inventory, the project group aimed to create a teaching model that supports inquiry-oriented approaches to science, and teachers' ability of distinguishing chemical processes and physics phenomena in everyday practice. The core idea of the teaching model turned out to be a list of everyday verbs, connected to scientific phenomena. Starting from verbs appear to help teachers to recognise the scientific phenomena in everyday practice. Further, the verbs guide the formulating of questions that can be answered by scientific inquiry, such as: ''what matters to how something melts/rolls/mixes?''.The goal of this article is twofold, one being to present experiences from a design-based practitionerresearcher collaboration, particularly the issues of power and ownership in a process where participants join in at different stages. A second goal is to present the pedagogical idea that has emerged from this collaboration, namely the idea of using science verbs as a tool for investigating chemical processes and physical phenomena in everyday practices.

show abstract

The Collective Construction of a Science Unit: Framing Curricula as Emergent From Kindergarteners’ Wonderings

Cited by 36 publications

References 33 publications

The Role of Art Practice in Elementary School Science

The Role of Art Practice in Elementary School Science

Young children’s imagination in science education and education for sustainability

Science verbs as a tool for investigating scientific phenomena – a pedagogical idea emerging from practitioner-researcher collaboration

Contact Info

Product

Resources

About