Grasping the essence of a science activity by using a model of pedagogical reasoning and action |
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| Authors: | Jonna Larsson |
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| Institution: | Department of Education, Communication and Learning, University of Gothenburg, Gothenburg, Sweden |
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| Abstract: | This article grasps the essence of how a science content can be foregrounded by elaborating around concepts as floating and sinking, in relation to boats. The data consist of a videotaped authentic session with one preschool teacher and four children. The model of pedagogical reason and action Shulman, L. S. 1987. “Knowing and Teaching: Foundations of the New Reform.” Harvard Educational Review 57 (1): 1–23. doi:10.17763/haer.57.1.j463w79r5645541] constitutes the analytical lens. The results show that the content is framed within a series of creative activities where children’s suggestions of how to act are crucial. The scientific content is approached according to the children’s verbalisations of their understandings. Furthermore, dialectical relationships become the main tool when making the content visible. |
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| Keywords: | Preschool science floating and sinking pedagogical reasoning and action |
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