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Pedagogers syn på att arbeta med kemi i förskolan: En kartläggande undersökning av tio pedagogers tankar
Karlstad University, Faculty of Health, Science and Technology (starting 2013).
2014 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Teachers perspectives on working with chemistry in preschool (English)
Abstract [en]

The purpose of this study is to investigate group of selected preschool-teachers perception of chemistry in preschool. Through qualitative interviews with ten teachers it was revealed that they were positive to work with chemistry already in preschool. All of them believed the children found it exciting and most teachers considered that it was valuable that chemistry was a part of the curriculum. Several teachers also thought the children could have use of chemistry later in school, however, only two of them actively worked with chemistry in preschool. Several teachers expressed that chemistry was something they had bad experiences in during their own school years, and that it was perceived as an abstract, difficult and knowledge-heavy subject. Some of the conclusions that have been drawn from this survey are that the teachers own knowledge and their perspective of the topic seems to have a definite importance, further in-service training in chemistry seems to have a good effect on the teachers own perspective and interest for the subject of chemistry.

Abstract [sv]

Syftet med denna undersökning är att undersöka hur en grupp utvalda pedagoger ser på arbetet med naturkunskapsämnet kemi i förskolan. Genom kvalitativa intervjuer med tio pedagoger framkom det bland annat att alla ansåg att det var bra att arbeta med kemi redan i förskolan, alla ansåg att barnen tyckte att det var spännande och att de flesta ansåg att det var bra att kemin stod med i läroplanen. Flera pedagoger trodde även att barnen kunde ha nytta av det längre fram i skolåren, ändå var det endast två pedagoger som medvetet arbetade med kemi i förskolan. Flera pedagoger uttryckte att kemi var något de själva hade dåliga minnen ifrån i skolan och det upplevdes som ett abstrakt, svårt och kunskapskrävande ämne. Några slutsatser som har dragits i denna uppsats är att pedagogernas egen kunskap och syn på ämnet verkar ha en avgörande betydelse samt att fortbildning inom kemi verkar ha positiva effekter på pedagogernas syn och intresse för ämnet kemi.

Place, publisher, year, edition, pages
2014. , 22 p.
Keyword [en]
Chemistry, science, preschool and the perspective of teachers
Keyword [sv]
Kemi, naturkunskap, förskola och pedagogers syn
National Category
Natural Sciences
Identifiers
URN: urn:nbn:se:kau:diva-31255Local ID: LPNT:6OAI: oai:DiVA.org:kau-31255DiVA: diva2:694710
Subject / course
Teacher Education - Science and Engineering
Educational program
Teacher education
Supervisors
Examiners
Available from: 2014-08-20 Created: 2014-02-06 Last updated: 2015-03-18Bibliographically approved

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