Contextual and Conceptual Intersubjectivity and Opportunities for Emergent Science Knowledge About Sound

IJEC (2013) 45:101122

DOI 10.1007/s13158-012-0078-6

ORIGINAL ARTICLE

Jonna Larsson

Published online: 5 February 2013 Springer Science+Business Media Dordrecht 2013

Abstract The purpose of the present article was to gain knowledge about what aspects of, and in what way, contextual and conceptual intersubjectivity contribute to emergent science knowledge about sound. Starting from a Vygotskian theoretical base, the article rests on the work of Fleer (early learning and development. Cultural-historical concepts in play, 2010), Hedegaard and Fleer (studying childrena cultural historical approach, 2008), and Hedegaard et al. (motives in childrens development, 2012). Data analyses were carried out on video recordings and transcripts of teachers process of ongoing science work with ten preschool children aged 46 years. During the work, teachers took the role of planning activities in which play and playful experiences were used as means, in accordance with the preschool tradition. The results show that emergent science knowledge is developed when it is enhanced by teachers double move between conceptual and contextual intersubjectivity. The use of contextual and conceptual intersubjectivity, and their connectedness during the double move process, shows how teachers combine play and learning and contribute to emergent science knowledge. Further, in this way, they also contribute to bridging childrens everyday understandings to scientic concepts.

Keywords Preschool Emergent science Contextual and conceptual

intersubjectivity Double move Sound

Rsum Le but de cet article est daugmenter la connaissance sur les aspects de lintersubjectivit conceptuelle et contextuelle qui contribuent la connaissance scientique mergente sur le son et comment ils le font. partir dune base

J. Larsson (&)

Department of Education, Communication and Learning, University of Gothenburg, P.O. Box 300, 405 30 Gothenburg, Swedene-mail: [email protected]

Contextual and Conceptual Intersubjectivityand Opportunities for Emergent Science Knowledge About Sound

123

102 J. Larsson

thorique vygotskienne, cet article sappuie sur les travaux de Fleer (2010), Hedegaard et Fleer (2008) et Hedegaard, Edwards et Fleer (2012). Lanalyse des donnes a t ralise sur des enregistrements vido et des transcriptions du processus du travail en cours en science par des enseignants avec dix enfants de quatre six ans au prscolaire. Pendant le travail les enseignants prenaient le rle de planication des activits dans lesquelles les moyens utilisstaient le jeu et des expriences ludiques, conformment la tradition prscolaire. Les rsultats mont-rent que la connaissance mergente en...