NTA i förskola : En studie i hur förskollärare upplever att arbeta med NTA

Abstract This study deals with NTA in preschool and the purpose of the study is to find out how the NTA project works out in practice. In the empirical study I have used questionnaires as a research method (Trost2001). Questionnaires have been sent to preschool teachers in the whole of Sweden to get as good a selection as possible. The responses received have been processed and analyzed. The results are reported below. The majority of the teachers thought it worked well to work with the NTA. Most were satisfied with NTAs education and thought that the education helped them to feel more secure in answering children's questions about science and technology. However a small proportion of the respondents did not think so. One half of the educators thought that it were easy to work with the material they had received from NTA. The other half thought it was a difficult task. All teachers felt, however, that the booklets that the NTA designed was very good and they felt that the kids thought it was great fun with the experiments. Many of the teachers changed their working methods after the introduction of the NTA and they also think it works well to work with the scientific investigative approach. Investigation in technology and physics are made more commonly after the introduction of the NTA, than before. Biology was previously the most common subject. The study shows that teachers believe that NTA is a good tool to use to achieve the objectives of Lpfö 98 reefs 2010th. Educators believe that the NTA helps teachers to gain a greater interest in science and technology and that educators now after the introduction of the NTA is working more with science. Educators also see that the children have a greater interest in science and technology and that the children also have more questions to the educators. They also see that the kids are talking about science and technology with each other. Key words Pedagogies, preschool, science, technology,