Karin Due

Umeå University | UMU · Department of Science and Mathematics Education

This study aims to contribute knowledge about obstacles and opportunities for pedagogical continuity in science across early childhood education. We use activity theory to analyse individual interviews and group meetings with teachers from preschool (age 1–5), preschool class (age 6) and grade 1–3 (age 7–9) in three Swedish school units. The teache...

Researchers have provided many arguments for why drawing may contribute to science learning. However, little is known about how teachers in early childhood education (ECE) make use of drawing for science learning purposes. This article examines how teachers’ views and framing of drawing activities influence the science learning opportunities afford...

In this study, Activity Theory (AT) is used to analyse general patterns for how cultural and historical factors interact with the shaping of science activities in preschools. Data was produced from field notes, video observations, video stimulated recall group discussions and individual interviews with preschool teachers at fourteen preschool units...

This article discusses how preschool teachers, who include a scientific content in their practice, describe their practice and their view of science in preschool. The study is based on 20 interviews in 9 Swedish preschools. The theoretical and analytical framework combine "communities of practice"(Lave & Wenger) and "positioning theory" (Harré & La...

This study explores if and how teachers combine practices of science and of preschool (children 1–5 years old) into preschool science practice. Views of knowing may differ between science practices, traditionally associated with masculinity and rationality, and preschool practices, traditionally associated with femininity and caring. Recognising th...

The aim of this study is to explore how cultural factors interact with preschool teachers’ shaping of activities with science content, and also how Activity Theory (AT) as a theoretical framework can be useful for examining interrelations within preschool systems. Qualitative data was collected from three preschools in the form of guided group disc...

This article describes a study which explored the social interaction and the reproduction and challenge of gendered discourses in small group discussions in physics. Data for the study consisted of video recordings of eight upper secondary school groups solving physics problems and 15 audiotaped individual interviews with participating students. Th...

Seedlings of Pinussylvestris L. were grown in three different soil media: 100% peat, 40% silt–60% peat, and 60% silt–40% peat. The percentages refer to total dry weight. Needle conductance, needle water potential, and plant water conductance were measured at different levels of soil water potentials controlled with a semipermeable membrane system....

Seedlings of Pinus sylvestris, grown in low humified peat, were exposed to different soil water potentials (?s) and soil temperatures. The water potential and temperature were controlled by the use of a semi-permeable membrane system, and the seedlings were placed in a growth chamber during the experiments. Needle water potential (?s), needle condu...