Preschool children's collaborative science learning scaffolded by tablets

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Abstract

This paper reports on a project aiming to extend the current understanding of how emerging technologies, i.e. tablets, can be used in preschools to support collaborative learning of real-life science phenomena. The potential of tablets to support collaborative inquiry-based science learning and reflective thinking in preschool is investigated through the analysis of teacher-led activities on science, including children making timelapse photography and Slowmation movies. A qualitative analysis of verbal communication during different learning contexts gives rise to a number of categories that distinguish and identify different themes of the discussion. In this study, groups of children work with phase changes of water. We report enhanced and focused reasoning about this science phenomenon in situations where timelapse movies are used to stimulate recall. Furthermore, we show that children communicate in a more advanced manner about the phenomenon, and they focus more readily on problem solving when active in experimentation or Slowmation producing contexts.

Original languageEnglish
Pages (from-to)1007-1026
Number of pages19
JournalResearch in Science Education
Volume48
Issue number5
DOIs
Publication statusPublished - 2018

Swedish Standard Keywords

  • Natural sciences (1)

Keywords

  • Preschool
  • Slowmation
  • early childhood education
  • tablets
  • timelapse

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