Teachers’ Considerations for a Digitalised Learning Context of Preschool Science

The study investigates what type of assessments kindergarten teachers make to include digital tools that can develop children’s learning of science. The research questions are: 1) What considerations do kindergarten teachers make before and during teaching, when using digital tools, to develop children’s learning of scientific content? 2) What aspects of Pedagogical Content Knowledge (PCK) are made explicit in the kindergarten teachers’ assessments?

The results indicate that some of the kindergarten teachers’ assessments and arguments for using digital tools were that children’s learning increases, abstract concepts can be made concrete, and it stimulates children’s engagement and learning. In addition, the findings suggest that the assessments were made within aspects of personal Pedagogical Content Knowledge (pPCK) and established Pedagogical Content Knowledge (ePCK).

The data collection took place through observation, one-to-one interviews and focus group interviews, which were recorded on video and included both kindergarten children and kindergarten teachers. The study involved 16 kindergarten teachers who worked in three different kindergartens in southern Sweden. The teaching experience of kindergarten teachers ranged from almost two years to 46 years. A total of 20 children aged three to six years participated.

Papantonis Stajcic, M., & Nilsson, P. (2023). Teachers’ Considerations for a Digitalised Learning Context of Preschool Science. Research in Science Education, https://doi.org/10.1007/s11165-023-10150-5