{"title":"The Impact of Digital and Analog Approaches on a Multidimensional Preschool Science Education","authors":"Anna Otterborn, Bodil Sundberg, Konrad Schönborn","doi":"10.1007/s11165-023-10133-6","DOIUrl":null,"url":null,"abstract":"<p>Swedish preschool science practice is confined to a unique educational setting where upbringing, care, and education are intertwined. This allows teachers to develop innovative cross-curricular and multidimensional science teaching. At the same time, society demands the digitalization of preschool practice, which has caused concern not only about negative effects on children’s well-being but also the risk of foregrounding digital over analog tools in multidimensional and child-centered preschool practice. The aim of this study is to analyze how preschool teachers at the forefront of digitalization integrate digital and analog tools when teaching science and how this integration affects their practice. The data comprises documentation of digitalized science activities provided by ten preschool teachers and transcribed recall interviews with four of the teachers. Thematic content analysis and a framework for analyzing seven teaching dimensions of preschool science revealed the use of digital and analog tools as drivers for multidimensional science education. The findings show that the teachers primarily use digital tools to reinforce social learning, inclusion, and agency during science activities. Digital and analog tools were used to complement one another in pursuing the boundaries of multidimensional science. However, the content of this innovative and digitalized science teaching remained primarily within biology, the traditional scholarly discipline in preschool science. We conclude that the digitalization of preschool science seems to be used to strengthen and diversify teaching within the boundaries of overarching traditional preschool practice where nature encounters and children’s interests and well-being are at the forefront.</p>","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":null,"pages":null},"PeriodicalIF":2.2000,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Research in Science Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11165-023-10133-6","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Swedish preschool science practice is confined to a unique educational setting where upbringing, care, and education are intertwined. This allows teachers to develop innovative cross-curricular and multidimensional science teaching. At the same time, society demands the digitalization of preschool practice, which has caused concern not only about negative effects on children’s well-being but also the risk of foregrounding digital over analog tools in multidimensional and child-centered preschool practice. The aim of this study is to analyze how preschool teachers at the forefront of digitalization integrate digital and analog tools when teaching science and how this integration affects their practice. The data comprises documentation of digitalized science activities provided by ten preschool teachers and transcribed recall interviews with four of the teachers. Thematic content analysis and a framework for analyzing seven teaching dimensions of preschool science revealed the use of digital and analog tools as drivers for multidimensional science education. The findings show that the teachers primarily use digital tools to reinforce social learning, inclusion, and agency during science activities. Digital and analog tools were used to complement one another in pursuing the boundaries of multidimensional science. However, the content of this innovative and digitalized science teaching remained primarily within biology, the traditional scholarly discipline in preschool science. We conclude that the digitalization of preschool science seems to be used to strengthen and diversify teaching within the boundaries of overarching traditional preschool practice where nature encounters and children’s interests and well-being are at the forefront.
期刊介绍：
2020 Five-Year Impact Factor: 4.021
2020 Impact Factor: 5.439
Ranking: 107/1319 (Education) – Scopus
2020 CiteScore 34.7 – Scopus
Research in Science Education (RISE ) is highly regarded and widely recognised as a leading international journal for the promotion of scholarly science education research that is of interest to a wide readership.
RISE publishes scholarly work that promotes science education research in all contexts and at all levels of education. This intention is aligned with the goals of Australasian Science Education Research Association (ASERA), the association connected with the journal.
You should consider submitting your manscript to RISE if your research:
Examines contexts such as early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education; and
Advances our knowledge in science education research rather than reproducing what we already know.
RISE will consider scholarly works that explore areas such as STEM, health, environment, cognitive science, neuroscience, psychology and higher education where science education is forefronted.
The scholarly works of interest published within RISE reflect and speak to a diversity of opinions, approaches and contexts. Additionally, the journal’s editorial team welcomes a diversity of form in relation to science education-focused submissions. With this in mind, RISE seeks to publish empirical research papers.
Empircal contributions are:
Theoretically or conceptually grounded;
Relevant to science education theory and practice;
Highlight limitations of the study; and
Identify possible future research opportunities.
From time to time, we commission independent reviewers to undertake book reviews of recent monographs, edited collections and/or textbooks.
Before you submit your manuscript to RISE, please consider the following checklist. Your paper is:
No longer than 6000 words, including references.
Sufficiently proof read to ensure strong grammar, syntax, coherence and good readability;
Explicitly stating the significant and/or innovative contribution to the body of knowledge in your field in science education;
Internationalised in the sense that your work has relevance beyond your context to a broader audience; and
Making a contribution to the ongoing conversation by engaging substantively with prior research published in RISE.
While we encourage authors to submit papers to a maximum length of 6000 words, in rare cases where the authors make a persuasive case that a work makes a highly significant original contribution to knowledge in science education, the editors may choose to publish longer works.
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