Purpose
The study investigates how kindergarten teachers proceed in correcting a conceptual error in science teaching. The researchers look specifically at how kindergarten teachers deal with the error and work to correct it in subsequent activities. Using a fictional character, kindergarten teachers create a framework for discussing and exploring the difference between a tornado and a dust devil. The research questions are:
- How is the error identified and dealt with by the kindergarten teachers in communication with the children?
- How is the fictional character used in the process of correcting the error?
Result
The results show that by using a fictional character as authority, kindergarten teachers created a learning community where both themselves and the children explored together. The children’s understanding of tornadoes and dust devils deepened through the comparison of similarities and differences. The kindergarten teachers took on a learning role with the children, creating a safe environment where mistakes became a resource for learning. The study shows that imagination and play can strengthen children’s science understanding and contribute to meaning-making.
Design
Data were collected through video recordings, photographs and field notes from three activities in a Swedish kindergarten. In the first activity, kindergarten teachers showed a video in which a dust devil was mistakenly introduced as a tornado. In the second activity, they used a fictional character to correct the misunderstanding, so that the children and kindergarten teachers could explore the difference between the phenomena together. In the third activity, the children received a letter from the character, which further clarified the difference and encouraged them to reflect and ask questions.
References
Frejd, J., & Pramling, N. (2023). Teacher self-correction of conceptual error: Fictionalisation and shifting epistemological stance in early childhood education teaching. Learning, Culture and Social Interaction, 41, 100719.