Opportunities for and obstacles to science in preschools: views from a community perspective

The purpose of the study is to investigate general patterns of how cultural and historical factors play a role in the design of science activities in Swedish pre-school classes. The investigations were based on activity theory and focus was placed on how the community of practice and the learning culture in the respective pre-schools affect children’s learning. The research question was: How do pre-school cultures affect pre-school teachers’ design of science activities?

The children in all the pre-schools were given opportunities to participate in science activities. The pre-schools adopted a wide range of approaches to science, such as observations of differences, aesthetic methods, concrete/conceptual understanding, storytelling, imagination and play, free experiences of nature and experiments. Strong communities of practice produced stronger relationships between learning objectives and learning outcomes. Strong communities of practice are characterised by shared values related to the role of teachers in children’s learning. In strong communities of practice with a learning culture that was based on scientific content, the academic content was communicated more clearly to the children than in strong communities of practice that were based on the children’s interests. The latter community expressed a fear of schoolifying the activities, resulting in the teachers remaining more passive and allowing the children to control much of the activities themselves.  In weak communities of practice, the teaching, learning objectives, activities and learning outcomes became fragmented and unclear. Therefore, the researchers conclude that structures and attitudes in the community of practice play an important role in the design of science activities in pre-school.

The data collection took place in 14 Swedish pre-schools, primarily from urban areas, which had access to nature in the surrounding area. The majority of the participants were kindergarten educators with university education, but some were employees with relevant craft certificates. Conversations with the participants about their thoughts and ideas related to science teaching in pre-school were either audio or video recorded. The researchers then observed science activities and teaching in the pre-schools. The observed sessions were recorded on video and field notes were taken. The educators and the skilled workers then participated in conversations that focused on the observation videos, and these conversations were also audio or video recorded. Semi-structured one-to-one interviews were then conducted with the participants.

Sundberg, B., Areljung, S., Due, K., Ekström, K., Ottander, C. & Tellgren, B. (2018). «Opportunities for and obstacles to science in preschools: views from a community perspective». International Journal of Science Education, 40(17):2061-2077.