Organiserande syften i förskolans praktik : En studie om den didaktiska modellen organiserande syften och hur den kan användas för att planera och analysera lärtillfällen för treåringar i förskolan
Sammanfattning: The purpose of this study is to exemplify how the didactic model organizing purposes can be a support for didactic analysis and design of chemistry teaching in preschool, to bridge the gap between the children's experiences and scientific concepts. This is exemplified through a teaching design where the phenomenon of melting is in focus. We have taken support from the research approach action research to exemplify how organizing purposes can be a support in the planning of education. The study was conducted in two cycles and planned for a third. In the first two cycles, we have planned, observed and reflected on the didactic choices of the teaching activity. The participants in the study were children with the age of three. The chemistry content under consideration was the concept of melt and melting point in relation to varied materials and temperatures. Data collection from the activities was carried out with audio recordings and field notes. Based on the concepts of organizing purposes, ultimate purpose, proximate purpose, end-in-view and continuity, we have systematically planned, acted and observed the cycles. After the first cycle, the didactic design was revised and then tested again. Through the conceptual apparatus, we were able to make visible the phenomenon melt and plan to maintain the children's focus on this phenomenon, through their experiences. In the analysis of the cycles, the ultimate and the related purpose were compared, after which the activities could be revised based on the intended goal of the learning. This creates continuity between the children's existing knowledge and the new learning. The results of this study showed that the didactic model organizing purposes can be used in preschool activities to systematically develop the quality of science teaching.
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