ABSTRACT

The aim of this study is to provide more knowledge on how outdoor time in Norwegian kindergartens is used as a resource for educational activities regarding science education and physical education. Through a questionnaire and a focus group interview, the study investigated early childhood teachers’ perceptions of their work with these subjects and included twelve teachers representing nine kindergartens. According to the teachers, they work more often with these subjects by following up spontaneous situations than through planned activities. They emphasize different science themes and movement experiences depending on the environment they are in and highlight nature as an environment with many opportunities for spontaneous activities. A matter of concern is that one-fourth of the teachers reported that they work only occasionally with these subjects. In addition, the teachers seem to regard themselves less knowledgeable and less prepared to work with science education than physical education.

摘要

这项研究的目的是提供更多有关如何将挪威幼儿园的户外时间用作有关科学教育和体育教育活动的资源的知识。通过问卷调查和焦点小组访谈，该研究调查了幼儿教师对他们在这些学科上的工作的看法，并包括代表9所幼儿园的12名教师。根据老师的说法，与自发情况相比，他们更经常与这些科目合作，而不是通过计划的活动。他们根据所处的环境强调不同的科学主题和运动经历，并强调自然是具有许多自发活动机会的环境。一个令人担忧的问题是，四分之一的教师报告说，他们仅偶尔与这些科目一起工作。此外，与体育教育相比，教师似乎认为自己缺乏知识，也没有做好科学教育的准备。