Lotta Leden
Biographic Data
| ID | 9527092 |
|---|---|
| NAME | Lotta Leden |
| GIVEN NAMES | Lotta |
| FAMILY NAME | Leden |
| SIGNATURE | LEDEN L |
| AFFILIATIONS | Kristianstad University |
| ORCID | 0000-0002-8255-3607 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Teachers’ perspectives on scaffolding open inquiry in primary school science
Preschool educators’ experiences of orchestrating science-play
A central part of preschool education is play as a foundation for children’s learning and development. In addition, preschool educators are expected to teach specific content areas such as science. Therefore, there is reason to explore how these two areas might be combined. In this article, we explore what factors are perceived as influencing when preschool educators orchestrate science-play (i.e. activities integrating play and science). The emp…
Characteristics of book talks about Nature of Science
This study explores book talks as an approach to teaching Nature of Science (NOS) to young children (4–6 years old). To teach about NOS means to, in one way or another, focus on the processes, humans that build science knowledge, as well as the characteristics and limits of scientific knowledge. Previous research in this area has studied the representation of NOS in science trade books and suggested ways for teachers to highlight this content, sp…
Nature of science in early years science teaching
The research field of science education has gathered questions about what science is, how scientific knowledge is developed and in what ways humans are involved in these processes under the umbrella concept ‘nature of science’ (NOS). Previous research has suggested that teaching ought to focus much more on these issues, but so far the focus has been on older children and students, while there is a lack of research on NOS teaching for the youngest…
Book talks as an approach to nature of science teaching in early childhood education
This article focuses on the need for increased attention to content issues and working methods for science teaching in Early Childhood Education (ECE). Science education research emphasises the importance of not only focusing on specific phenomena, but also on the Nature of Science (NOS). NOS teaching deals with questions about what science is, how scientific knowledge is developed and in what ways humans are involved in these processes. An inclu…
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Book talks as an approach to nature of science teaching in early childhood education
This article focuses on the need for increased attention to content issues and working methods for science teaching in Early Childhood Education (ECE). Science education research emphasises the importance of not only focusing on specific phenomena, but also on the Nature of Science (NOS). NOS teaching deals with questions about what science is, how scientific knowledge is developed and in what ways humans are involved in these processes. An inclu…
Nature of science in early years science teaching
The research field of science education has gathered questions about what science is, how scientific knowledge is developed and in what ways humans are involved in these processes under the umbrella concept ‘nature of science’ (NOS). Previous research has suggested that teaching ought to focus much more on these issues, but so far the focus has been on older children and students, while there is a lack of research on NOS teaching for the youngest…
Characteristics of book talks about Nature of Science
This study explores book talks as an approach to teaching Nature of Science (NOS) to young children (4–6 years old). To teach about NOS means to, in one way or another, focus on the processes, humans that build science knowledge, as well as the characteristics and limits of scientific knowledge. Previous research in this area has studied the representation of NOS in science trade books and suggested ways for teachers to highlight this content, sp…
Preschool educators’ experiences of orchestrating science-play
A central part of preschool education is play as a foundation for children’s learning and development. In addition, preschool educators are expected to teach specific content areas such as science. Therefore, there is reason to explore how these two areas might be combined. In this article, we explore what factors are perceived as influencing when preschool educators orchestrate science-play (i.e. activities integrating play and science). The emp…
Teachers’ perspectives on scaffolding open inquiry in primary school science
Science education (5 works) · Science Education and Pedagogy (5 works) · Mathematics education (4 works) · Pedagogy (4 works) · Psychology (4 works) · Nature of Science (3 works) · Science Education and Perceptions (3 works) · Sociology (3 works) · Computer Science (2 works) · Early childhood education (2 works)