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Frejd, Johanna
Publications (9 of 9) Show all publications
Frejd, J. (2019). Children’s Encounters with Natural Selection Duringan Interactive Read Aloud. Research in science education, 1-14
Open this publication in new window or tab >>Children’s Encounters with Natural Selection Duringan Interactive Read Aloud
2019 (English)In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, p. 1-14Article in journal (Refereed) Epub ahead of print
Abstract [en]

Previous studies have shown that children as young as 5 years of age are able to form abasic understanding of evolution after listening to a storybook about natural selection.This study offers a semiotic exploration of children’s meaning making during an interactiveread aloud of the same storybook by investigating what children focus on andnegotiate during the read aloud. Video data from eight interactive read aloud sessions(N = 24 children) were analysed using a multimodal approach and contrasted with sevenbiological concepts intentionally described in the storybook. During the interactivereading, the children focused on all biological concepts at some point. However, apartfrom the biological concepts, the children also paid attention to other topics during theread aloud. These topics comprised Death, Change in behaviour, Realism, Babies, Millibugs, and Aesthetics. Throughout the read aloud, a child-centric view of life influencedhow the children made meaning about evolution. The findings highlight that throughinteractive reading, instructional storybooks also become a tool for discussing otheraspects that children find important. Overall, the findings contribute with knowledgeabout the role of interactive read aloud as a pedagogical tool for introducing evolution inearly childhood education.

Place, publisher, year, edition, pages
Springer, 2019
Keywords
Early childhood, Evolution, Interactive read aloud, Meaning-making processes, Multimodality
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-162198 (URN)10.1007/s11165-019-09895-9 (DOI)000498028100001 ()
Note

Funding agencies: Linkoping University

Available from: 2019-11-22 Created: 2019-11-22 Last updated: 2019-12-09
Frejd, J. (2019). Encountering Evolution: Children's Meaning-Making Processes in Collaborative Interactions. (Doctoral dissertation). Linköping: Linköping University Electronic Press
Open this publication in new window or tab >>Encountering Evolution: Children's Meaning-Making Processes in Collaborative Interactions
2019 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis explores preschool class children’s meaning making processes when they encounter evolution. By adopting social semiotic and sociocultural perspectives on meaning making, three group-based tasks were designed. Video data from the activities were analysed using a multimodal approach. The analysis focuses on how the communicated science content affects the science focus of the tasks, how different materials function as semiotic resources and influence meaning making, and interactive aspects of doing science in the meaning-making processes.

The findings reveal that, by using the provided materials and their previous experiences, the children argue for different reasons for animal diversity and evolution. Throughout the tasks, a child-centric view of life emerged in a salient manner. This means that, apart from the science focus, the children also emphasise other aspects that they find important. The child-centric perspective is suggested to be a strength that enables children to engage in science activities.

The results show that the provided materials had three functions. Children use materials as resources providing meaning. This means that the children draw on the meaning potential of the materials, a process that is influenced by their previous experiences. Moreover, in interaction with peers, the materials also serve as communicative and argumentative tools. Thus, access to materials influences the children’s meaning making and enables them to discuss evolution and “do science”.

The findings also reveal an intimate relationship between task context and interaction. More scripted tasks convey more child–adult interaction (scaffolding) while less scripted tasks, during which children build on previous experiences instead of communicated science content, stimulates child–child interaction (mutual collaboration). In scaffolding interactions, a greater emphasis is placed on the science topic of the task due to guidance from the adult. Consequently, meanings made by children in more scripted tasks are more likely to be “scientifically correct”. However, if the teacher or the adult steps back and allows the children to engage in mutual collaboration, they engage in multiple ways of doing science through evaluating, observing, describing and comparing.

Overall, the research reported in this thesis suggests that task contexts and materials have a great impact on children’s meaning making and how science is done.

Abstract [sv]

Den här avhandlingen utforskar förskolebarns meningsskapandeprocesser kring evolution. Tre gruppbaserade aktiviteter har designats. Videodata har analyserats utifrån ett multimodalt perspektiv på kommunikation. Analysen fokuserar på hur kommunicerade naturvetenskapliga beskrivningar av evolution påverkar aktiviteternas naturvetenskapliga fokus, materials funktion som semiotiska resurser och påverkan på meningsskapande och interaktiva aspekter av att göra naturvetenskap.

Avhandlingens resultat visar att barnen, genom att använda material och sina tidigare erfarenheter, för olika resonemang kring varför djur utvecklas och blir olika. Genomgående har barnens syn på världen en betydande roll för meningsskapandeprocessen. Det betyder att barnen, förutom att fokusera på det naturvetenskapliga innehållet i aktiviteterna, också lägger stor vikt vid andra aspekter som är viktiga för dem. Det barncentrerade perspektivet förslås vara en styrka som möjliggör för barn att delta i och engageras av naturvetenskapliga aktiviteter.

De material som barnen har tillgång till de i de olika aktiviteterna har tre funktioner. Barnen använder material som meningsgivande resurser, vilket betyder att barnen använder materialens meningspotential. Denna process påverkas av barnens tidigare erfarenheter. Vidare används materialen som kommunikativa- och argumentativa redskap i interaktion med andra. Tillgången till material påverkar således barnens meningsskapande och möjliggör att de kan diskutera evolution påverkar barnens naturvetenskapliga handlande.

Avhandlingens resultat visar på en nära relation mellan uppgifters kontext och interaktion. Mer styrda aktiviteter medför mer interaktion mellan barn och vuxna (scaffolding). Mindre styrda aktiviteter, där barnen bygger på sina tidigare erfarenheter, stimulerar istället interaktion mellan barnen (mutual collaboration). Som ett resultat av den vuxnes agerande, läggs det större vikt vid det naturvetenskapliga innehållet (evolution) i scaffolding-interaktioner. Följaktligen är de meningar som skapas i mer styrda aktiviteter mer i linje med naturvetenskapliga förklaringar till evolution. Samtidigt finns det ett samband mellan att den vuxne kliver åt sidan och att barnen kliver fram och gör naturvetenskapliga handlingar som att utvärdera, observera, beskriva och jämföra.

Sammanfattningsvis visar den här avhandlingen att uppgifters kontext och material har stor påverkan på barns meningsskapande och hur de gör naturvetenskap.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2019. p. 122
Series
Studies in Science and Technology Education, ISSN 1652-5051 ; 107
Keywords
Meaning-making processes, Science Education, Evolution, Multimodality, Collaborative Interaction, Exploratory studies, Meningsskapandeprocesser, Naturvetenskapsundervisning, Evolution, Multimodalitet, Interaktion, Explorativa studier
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-159786 (URN)10.3384/diss.diva-159786 (DOI)9789176850053 (ISBN)
Public defence
2019-10-04, K2, Kåkenhus, Campus Norrköping, Norrköping, 13:00 (English)
Opponent
Supervisors
Available from: 2019-08-21 Created: 2019-08-21 Last updated: 2019-09-02Bibliographically approved
Frejd, J. (2019). When Children Do Science: Collaborative Interactions in Preschoolers’ Discussions About Animal Diversity. Research in science education
Open this publication in new window or tab >>When Children Do Science: Collaborative Interactions in Preschoolers’ Discussions About Animal Diversity
2019 (English)In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898Article in journal (Refereed) Published
Abstract [en]

With the aim of exploring how science is done in collaborative interactions when children discuss reasons for animal diversity, this paper provides insight into the relationships between acts of doing science and collaborative interactions. Video data from four small-group discussions (N = 14) were analysed using Lemke’s (1990) talking science framework and Granott’s (1993) collaborative interaction framework. During their interactions, the children make use of their prior experiences and the materials provided as they engage in acts of doing science. The findings reveal that 6-year-old children are able to engage in science dialogue as they use observations and comparisons as data to generate, describe and discuss ideas. Moreover, while engaged in highly collaborative interactions, the children use observations to evaluate, challenge and question each other. Overall, the study sheds light on how acts of doing science can be perceived in young students’ discussions about science phenomena. The study indicates that the character of the collaborative interactions is an important factor for how acts of doing science are carried out.

Keywords
Early Childhood, Biology, Group discussion, Interaction, Multimodality
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-158505 (URN)10.1007/s11165-019-9822-3 (DOI)
Available from: 2019-07-02 Created: 2019-07-02 Last updated: 2019-11-06
Jeppsson, F., Hagerman, F., Axell, C., Frejd, J. & Sultan, U. (2018). Estetiska lärprocesser. In: Naturvetenskap och teknik genom estetiska lärprocesser i förskolan: (pp. 26-38). Stockholm: Natur och kultur
Open this publication in new window or tab >>Estetiska lärprocesser
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2018 (Swedish)In: Naturvetenskap och teknik genom estetiska lärprocesser i förskolan, Stockholm: Natur och kultur, 2018, p. 26-38Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2018
Keywords
Estetiska lärprocesser
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-150944 (URN)9789127823617 (ISBN)
Available from: 2018-09-05 Created: 2018-09-05 Last updated: 2018-09-07Bibliographically approved
Frejd, J. (2018). “If It Lived Here, It Would Die.” Children’s Use of Materials as Semiotic Resources in Group Discussions About Evolution. Journal of Research in Childhood Education, 32(3), 251-267
Open this publication in new window or tab >>“If It Lived Here, It Would Die.” Children’s Use of Materials as Semiotic Resources in Group Discussions About Evolution
2018 (English)In: Journal of Research in Childhood Education, ISSN 0256-8543, E-ISSN 2150-2641, Vol. 32, no 3, p. 251-267Article in journal (Refereed) Published
Abstract [en]

With the aim of exploring how children discuss underlying reasons forevolution and how materials function in children’s meaning making processes,this article provides insight into how evolution theory can beintroduced in preschool and in the early years of primary school. Videodata from eight group discussions (N = 27) were analyzed using a multimodalperspective. Despite not having had any formal instruction aboutevolution theory, the 6-year-old children in this study made use of theirprevious experiences and the materials to make meaning and argue fordifferent reasons for animal diversity. The results show that the children’sdiscussions concerned four conceptual themes: animals are differentbecause of kinship and heredity, environmental effects, the need for adaptation,and the need for geographic separation. The children used theprovided materials, comprising photographs, figurines, and a topographicworld map, as resources for providing meaning, as argumentative tools, andas tools for communication. By making observations in a logical and scientificway, the children spontaneously discussed similarities and differencesin traits, which implies that variation might be a fruitful way to introduceevolution theory to preschool children.

Place, publisher, year, edition, pages
London and New York: Taylor & Francis, 2018
Keywords
Early childhood; group discussion; materials; meaning making; science
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-150935 (URN)10.1080/02568543.2018.1465497 (DOI)
Available from: 2018-09-05 Created: 2018-09-05 Last updated: 2019-09-02Bibliographically approved
Jeppsson, F. & Frejd, J. (2018). Naturvetenskap och energi. In: Naturvetenskap och teknik genom estetiska lärprocesser i förskolan: (pp. 83-97). Stockholm: Natur och kultur
Open this publication in new window or tab >>Naturvetenskap och energi
2018 (Swedish)In: Naturvetenskap och teknik genom estetiska lärprocesser i förskolan, Stockholm: Natur och kultur, 2018, p. 83-97Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2018
Keywords
Energi; Kroppsligt förankrad kognition
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-150946 (URN)9789127823617 (ISBN)
Available from: 2018-09-05 Created: 2018-09-05 Last updated: 2018-09-07Bibliographically approved
Jeppsson, F., Hagerman, F., Axell, C., Frejd, J. & Sultan, U. (2018). NO och teknik på lekfulla villkor. In: Fredrik Jeppsson (Ed.), Naturvetenskap och teknik genom estetiska lärprocesser i förskolan: (pp. 15-25). Stockholm: Natur och kultur
Open this publication in new window or tab >>NO och teknik på lekfulla villkor
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2018 (Swedish)In: Naturvetenskap och teknik genom estetiska lärprocesser i förskolan / [ed] Fredrik Jeppsson, Stockholm: Natur och kultur, 2018, p. 15-25Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2018
Keywords
No; teknik; kroppsligt förankrad kognition
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-150943 (URN)9789127823617 (ISBN)
Available from: 2018-09-05 Created: 2018-09-05 Last updated: 2018-09-07Bibliographically approved
Stolpe, K., Frejd, J. & Wallner, L. (2015). Translating Modalities: Preschool Teachers' Work with Children's Meaning Making in Science. In: Jari Lavonen, Kalle Juuti, Jarkko Lampiselkä, Anna Uitto & Kaisa Hahl (Ed.), Science Education Research: Engaging Learners for a Sustainable Future (Proceedings of ESERA 2015): Part 15, Strand 15, Early years science education. Paper presented at The 11th Conference of the European Science Education Research Association (ESERA), 31 August-4 September, Helsinki, Finland (pp. 2608-2615). Helsinki, Finland: University of Helsinki
Open this publication in new window or tab >>Translating Modalities: Preschool Teachers' Work with Children's Meaning Making in Science
2015 (English)In: Science Education Research: Engaging Learners for a Sustainable Future (Proceedings of ESERA 2015): Part 15, Strand 15, Early years science education / [ed] Jari Lavonen, Kalle Juuti, Jarkko Lampiselkä, Anna Uitto & Kaisa Hahl, Helsinki, Finland: University of Helsinki, 2015, p. 2608-2615Conference paper, Published paper (Refereed)
Abstract [en]

Children in preschool encounter sensations in their daily activities that could be interpreted as scientific phenomena. As part of these encounters, social interaction and meaning making are important elements in making science available to the children. Children in preschool rely on multimodal communication since they have not yet developed a verbal language. Therefore, this study aims at taking a multimodal perspective to investigate meaning making in science in a preschool setting. Data was collected using observations and audio recordings from one Swedish preschool with 18 children between 1-5 years old and three preschool teachers. Data was analyzed using semantic relationships. However, these relationships were investigated not only within verbal utterances, but in gestures and embodied activities as well. The results show that the preschool teacher verbalizes children’s embodied actions and gestures. In doing so, the teacher not only offers words for children’s activities, but also makes the activities, and participants’ meaning making, explicit to all children in the group. Hence, the teacher is translating modalities. Furthermore, this study shows the importance of attending a multimodal perspective in preschool settings. If attention is only given to children’s verbal output, there is a risk of underestimating their competence in emergent science meaning making. Instead, a multimodal perspective reveals children’s competent meaning making in interaction.

Place, publisher, year, edition, pages
Helsinki, Finland: University of Helsinki, 2015
Keywords
Meaning making, multimodality, preschool, science education
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-127530 (URN)978-951-51-1541-6 (ISBN)
Conference
The 11th Conference of the European Science Education Research Association (ESERA), 31 August-4 September, Helsinki, Finland
Available from: 2016-05-02 Created: 2016-05-02 Last updated: 2016-05-09Bibliographically approved
Stolpe, K. & Frejd, J. (2014). Peer Collaboration and Conceptual Understanding of Speciation among Primary Pupils. In: : . Paper presented at Nordic Research Symposium on Science Education (NFSUN) 2014: Inquiry-Based Science Education in Technology-Rich Environments Helsinki, Finland, 4th – 6th June 2014.
Open this publication in new window or tab >>Peer Collaboration and Conceptual Understanding of Speciation among Primary Pupils
2014 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

This study aims to investigate how peer collaboration affects individual pupils’ conceptions of speciation. Earlier research on evolution has primarily focused on children’s conceptions using individual and/or written examination. In this study, individual interviews and group discussions have been performed with eight 9-years old pupils who lack formal education on evolution. The results show that the pupils develop their conceptions on speciation in group discussions compared to individual interviews. This result suggests that also younger pupils improve their conceptual understanding in peer collaboration.

National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-121388 (URN)
Conference
Nordic Research Symposium on Science Education (NFSUN) 2014: Inquiry-Based Science Education in Technology-Rich Environments Helsinki, Finland, 4th – 6th June 2014
Available from: 2015-09-16 Created: 2015-09-16 Last updated: 2016-08-31Bibliographically approved
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