Förskollärares syn på barns erfarande vid kemiexperiment : En kvalitativ intervjustudie i förskolan

Sammanfattning: This study has investigated how preschool teachers perceive the children's experience, actions and assimilation of information through chemistry experiments. Interviews were conducted with six teachers. The informants were given the same basic questions based on an interview guide with spontaneous follow-up questions mixed in. The interviews were recorded and transcribed. The transcribed data was then analyzed using a framework that has been adapted for the study where data has been divided, categorized and analyzed to identify consistent themes. The results show that teachers perceive that the children have varying prior knowledge, which affects the ability to understand chemistry experiments. Those children who do not have as much prior knowledge are considered to need to find more basic critical aspects of the phenomenon first. In the teachers' experiences of how children act in an experiment, the children are considered to have a high level of interest and the interest increases when the children see clear results. It is important that the children participate physically. Regarding the assimilation of the meaning of the chemistry experiments, documentation and reflection are highlighted as key factors. The teachers considered it important to have open-ended questions to encourage the children's own reflections. Recommendation for the organization is to think about using the right concepts in the work with chemistry, to continue to document and reflect on the various activities together with the children and to take advantage of and follow the children's interest.