Teachers making errors in explanation that require subsequent self-correction is presumably common in education. However, it may be difficult to capture in research. In this study, teacher self-correction in the context of early childhood science education within a fictive frame was captured on video when documenting science activities over a prolonged time. How the teachers address the error they discover in their teaching and work in correcting it in subsequent activities are analyzed. The error identified and addressed concerns the distinction between a tornado and a dust devil (dust vortex). The empirical data consist of video recordings of teachers-children interaction in Swedish preschool. The participating children are 4 to 5 years old. The findings clarify how the teachers in addressing and correcting the conceptual error uses different semiotic means, with a particular emphasis on the coordination of gesturing and verbal explication when contrasting and explaining the different phenomena. The analysis also clarifies how the fictive character employed leads to a shift in epistemic status of the teachers to becoming co-learners with the children. How addressing and amending errors in explanation may function in deepening meaning making rather than working detrimental to it is discussed.

教师在解释中犯错误，需要随后的自我纠正，这在教育中可能很常见。然而，在研究中可能很难捕捉到。在这项研究中，在长时间记录科学活动时，教师在虚构的框架内进行幼儿科学教育时的自我纠正被记录在视频中。分析了教师如何解决他们在教学中发现的错误以及如何在随后的活动中纠正错误。识别和解决的错误涉及龙卷风和尘暴（尘埃漩涡）之间的区别。实证数据包括瑞典学前班师生互动的录像。参与的孩子年龄在4到5岁之间。调查结果阐明了教师在解决和纠正概念错误时如何使用不同的符号学手段，特别强调在对比和解释不同现象时手势和口头解释的协调。该分析还阐明了所采用的虚构人物如何导致教师认知地位转变为与孩子们共同学习。讨论了解决和修正解释中的错误如何在深化意义形成而不是对其产生不利影响方面发挥作用。该分析还阐明了所采用的虚构人物如何导致教师认知地位转变为与孩子们共同学习。讨论了解决和修正解释中的错误如何在深化意义形成而不是对其产生不利影响方面发挥作用。该分析还阐明了所采用的虚构人物如何导致教师认知地位转变为与孩子们共同学习。讨论了解决和修正解释中的错误如何在深化意义形成而不是对其产生不利影响方面发挥作用。