Child-initiated discussions about science

Interaction is a fundamental part of a child’s learning. In this research project we study the significance of the environment and pedagogical aids for children’s questions and thoughts about science.

 

Special focus is placed on younger children’s encounters with the more advanced natural sciences, which according to the curriculum they are not expected to grasp. By using video observations from children’s conversations about evolution, their interaction and reasoning is studied. Increased knowledge about children’s opportunities to reason by themselves about scientific phenomena provides important knowledge about how the teacher can plan scientific activities in school. Not infrequently, it turns out that children are capable of more advanced reasoning and interaction than the expectations put on them in the goals and key content of the curriculum.

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