“But then I am the robot’s brain!”: Children’s and preschool teachers’ communication during STEM teaching scaffolded by digital tools

Research output: Chapter in Book/ReportChapter in bookpeer-review

Abstract

In focus of this chapter are two longitudinal research projects involving children’s and preschool teachers’ work with digital tools and STEM. The projects are grounded in social sustainable development, foremost through children’s creative learning of digital technology and science, viewed as a democratic right for children to develop knowledge about. Variation theory and developmental pedagogy were used as theoretical framework, guiding the analyses of video data. The chapter reports on how implemented teaching involving digital tools benefits children’s reflective talk about scientific explanatory models and how abstract representations in science may challenge children’s learning processes. Furthermore, the chapter describes and discusses how robotics and digital programming stimulate children’s creativity and preschool teachers’ talk related to computational thinking and STEM.

Original languageEnglish
Title of host publicationScience, Technology, Engineering, Arts, and Mathematics (STEAM) Education in the Early Years
Subtitle of host publicationAchieving the Sustainable Development Goals
EditorsWeipeng Yang, Sarika Kewalramani , Jyoti Senthil
PublisherRoutledge, Taylor & Francis Group
Chapter8
Pages108-119
Number of pages12
Edition1
ISBN (Electronic)9781003824374
ISBN (Print)9781032405698
DOIs
Publication statusPublished - 2023-Dec-15

Swedish Standard Keywords

  • Natural sciences (1)
  • Educational Sciences (503)

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