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  • 1.
    Frejd, Johanna
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Children’s Encounters with Natural Selection Duringan Interactive Read Aloud2019In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898, p. 1-14Article in journal (Refereed)
    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.

  • 2. Order onlineBuy this publication >>
    Frejd, Johanna
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Encountering Evolution: Children's Meaning-Making Processes in Collaborative Interactions2019Doctoral 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.

    List of papers
    1. “If It Lived Here, It Would Die.” Children’s Use of Materials as Semiotic Resources in Group Discussions About Evolution
    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
    2. When Children Do Science: Collaborative Interactions in Preschoolers’ Discussions About Animal Diversity
    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
  • 3.
    Frejd, Johanna
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    “If It Lived Here, It Would Die.” Children’s Use of Materials as Semiotic Resources in Group Discussions About Evolution2018In: Journal of Research in Childhood Education, ISSN 0256-8543, E-ISSN 2150-2641, Vol. 32, no 3, p. 251-267Article in journal (Refereed)
    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.

  • 4.
    Frejd, Johanna
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    When Children Do Science: Collaborative Interactions in Preschoolers’ Discussions About Animal Diversity2019In: Research in science education, ISSN 0157-244X, E-ISSN 1573-1898Article in journal (Refereed)
    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.

  • 5.
    Jeppsson, Fredrik
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Frejd, Johanna
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Naturvetenskap och energi2018In: Naturvetenskap och teknik genom estetiska lärprocesser i förskolan, Stockholm: Natur och kultur, 2018, p. 83-97Chapter in book (Other academic)
  • 6.
    Jeppsson, Fredrik
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Hagerman, Frans
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Axell, Cecilia
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Frejd, Johanna
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Sultan, Ulrika
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Estetiska lärprocesser2018In: Naturvetenskap och teknik genom estetiska lärprocesser i förskolan, Stockholm: Natur och kultur, 2018, p. 26-38Chapter in book (Other academic)
  • 7.
    Jeppsson, Fredrik
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Hagerman, Frans
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Axell, Cecilia
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Frejd, Johanna
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Sultan, Ulrika
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    NO och teknik på lekfulla villkor2018In: Naturvetenskap och teknik genom estetiska lärprocesser i förskolan / [ed] Fredrik Jeppsson, Stockholm: Natur och kultur, 2018, p. 15-25Chapter in book (Other academic)
  • 8.
    Stolpe, Karin
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Frejd, Johanna
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Peer Collaboration and Conceptual Understanding of Speciation among Primary Pupils2014Conference paper (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.

  • 9.
    Stolpe, Karin
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Frejd, Johanna
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Wallner, Lars
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Translating Modalities: Preschool Teachers' Work with Children's Meaning Making in Science2015In: 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 (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.

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