Biologiundervisning i förskolan : En kvalitativ intervjustudie utifrån Roberts sju kunskapsemfaser

Sammanfattning

The aim of this study is to contribute with knowledge about how preschool teachers describe their work with biology in preschool in relation to knowledge that children are expected to develop, as well as their views on opportunities and challenges in teaching biology. Data were collected through semi-structured group interviews with a total of five practicing preschool teachers. The interview results were analyzed using Roberts seven Curriculum Emphases. The results show a positive attitude towards biology and the subject is described as complex in its extent, encompassing everything from zoology, botany, anatomy and ecological processes to ethical perspectives. The pre-school teachers describe their work using a co-explorative approach in which children’s interests and curiosity are central. They work with both spontaneous and planned teaching, they integrate different subjects and use both analog and digital tools and resources. The participants believe that biology is present everywhere and highlight the importance of connecting the teaching to children’s everyday lives. The analysis thus shows that the curriculum emphases that dominates are scientific skill development and everyday coping, which means that the teaching process and everyday activities are prioritized. They identify both opportunities and challenges in teaching. For example, they see opportunities in enjoyable teaching methods and in basing activities on children´s interests. Increased awareness of the subject is viewed as an opportunity to connect the content to children´s everyday lives. They also highlight challenges related to time, lack of subject knowledge and terminology, large groups of children, and access to rooms and local environments.