Student rights and obligations (login required)
Linköping University common rules and regulations (in Swedish)
Younger Children´s Learning in Science, Technology and Sustainable Development, 7.5 credits
Yngre barns lärande i naturvetenskap, teknik och hållbar utveckling, 7.5 hp
949A25
Main field of study
Pedagogical WorkCourse level
Second cycleCourse type
Programme courseExaminer
Fredrik JeppssonCourse coordinator
Fredrik JeppssonDirector of studies or equivalent
Birgitta PlymothECV = Elective / Compulsory / Voluntary
| Course offered for | Semester | Weeks | Language | Campus | ECV | |
|---|---|---|---|---|---|---|
| L7MPD | Master program in Pedagogical practices with emphasis in young children’s learning (half time) (Younger children´s learning, Part time (Half time)) | 3 (Autumn 2019) | 201934-202003 | Swedish | Norrköping, Norrköping | C |
| L7MPD | Master program in Pedagogical practices with emphasis in young children’s learning (half time) (Younger children´s learning, Part time (Half time)) | 5 (Autumn 2019) | 201934-202003 | Swedish | Norrköping, Norrköping | C/E |
Main field of study
Pedagogical WorkCourse level
Second cycleAdvancement level
A1XCourse offered for
- Master´s programme in Pedagogical Practices/Education with Emphasis in Outdoor Didactics/Special Education
Examination
Applies to all courses regardless of grading scale.
- Students failing an exam covering either the entire course or part of the course two times are entitled to have a new examiner appointed for the reexamination.
If the course has a three-graded grading scale (U - VG), following applies:
- Students who have passed an examination may not retake it in order to improve their grades.
If the course is a VfU course, the following applies:
- Examination of applied social and didactic abilities is limited to three (3) occasions.
Grades
Three-grade scale, U, G, VGOther information
Planning and implementation of a course must take its starting point in the wording of the syllabus. The course evaluation included in each course must therefore take up the question how well the course agrees with the syllabus.
The course is carried out in such a way that both men´s and women´s experience and knowledge is made visible and developed.
Department
Institutionen för samhälls- och välfärdsstudier| Code | Name | Scope | Grading scale |
|---|---|---|---|
| SRE1 | Written presentation | 5 credits | U, G, VG |
| MRE1 | Oral presentation | 2.5 credits | U, G |
Course literature is preliminary.
Obligatorisk kurslitteratur
Amin, T., Jeppsson, F., & Haglund, J. (2015). Conceptual Metaphor and Embodied Cognition in Science Learning: Introduction to Special Issue. International Journal of Science and Education.
Axell, Cecilia. (2015). Barnlitteraturens tekniklandskap. En didaktisk vandring från Nils Holgersson till Pettson och Findus. Studies in Science and Technology education 81. Linköpings Universitet.
Glenberg, A. M. (2008). Embodiment for education. Handbook of cognitive science: An embodied approach, 355-372.
Haglund, J., Jeppsson, F., & Schönborn, K. J. (2016). Taking on the heat—A narrative account of how infrared cameras invite instant inquiry. Research in science education, 46(5), 685-713.
Jeppsson, F. (Eds). (2018). Naturvetenskap och teknik genom estetiska lärprocesser i förskolan. Natur & Kultur Akademisk.
Jeppsson, F. & Frejd, J. (2018). Naturvetenskap och energi In Jeppsson, F (Eds), Naturvetenskap och teknik genom estetiska lärprocesser i förskolan (pp. 83-97). Natur & Kultur Akademisk.
Jeppsson, F., Frejd, J., & Lundmark, F. (2017). Wow it turned out red! First, a little yellow, and then red! – First graders work with heat camera in exploring and learning of thermal phenomena. Journal of Research in Childhood Education. 31(4), 581-596
Kultti, A., Larsson, J., Ärlemalm-Hagsér, E., & Pramling-Samuelsson, I. (2016). Early Childhood Education for Sustainable Development in Sweden. In International Research on Education for Sustainable Development in Early Childhood (pp. 123-137). Springer International Publishing.
Larsson, J. (2013). Children's encounters with friction as understood as a phenomenon of emerging science and as “opportunities for learning”. Journal of Research in Childhood Education, 27(3), 377-392.
Larsson, J. (2016). Emergent Science in Preschool: The Case of Floating and Sinking. International Research in Early Childhood Education, 7(3), 16-32.
This tab contains public material from the course room in Lisam. The information published here is not legally binding, such material can be found under the other tabs on this page. Click on a file to download and open it.
| Name | File name | Description |
|---|---|---|
| Litteraturlista 949A25 ht19 | Litteraturlista 949A25 ht19.pdf |