Förskollärarens uppfattningar om kemi i utemiljön : En fenomenografisk intervjustudie.

Sammanfattning: Abstract The purpose of this study is to contribute more knowledge about preschool teacher's perceptions of the outdoor environments as an arena for children’s science learning with focus on chemistry. In the study pre-school teachers' perceptions are central to the work. A qualitative method with semi-structured interviews were applied. Nine pre-school teachers from different municipalities participated in the study. The study used a phenomenographic framework. This perspective can briefly be explained as describing the way in which people are able to understand and perceive various processes in their environment. The results from the data collection show a positive picture of how science can be highlighted in the outdoor environments of preschools. Preschool teachers contribute with their perceptions and thoughts about the possibilities of using nature as an arena to work with science and children. The conclusion is that preschool teachers make use of outdoor environments in their local area to highlight science. Children's interests and questions partly form the basis for the teaching that takes place. Investments are being made in continued education in science for preschool to increase their knowledge, which can lead to better opportunities for children's early encounters with science in the outdoor environment.