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Designing play-based learning chemistry activities in the preschool environment
Linnaeus University, Faculty of Health and Life Sciences, Department of Biology and Environmental Science.
Linnaeus University, Faculty of Health and Life Sciences, Department of Biology and Environmental Science.
2019 (English)In: Chemistry Education Research and Practice, ISSN 1756-1108, E-ISSN 1756-1108Article in journal (Refereed) Epub ahead of print
Abstract [en]

This study focuses on the design of play-based learning activities for chemistry in preschool. Viewing chemistry as a part of our past and present culture instead of as a subject, provides the backdrop for a more holistic approach to chemistry within this specific environment. A cultural-historical perspective, together with scaffolding, emergent science skills and sustained shared thinking, made up the framework for the design of the learning activities. Results show that when scaffolding and emergent science skills are used within the design, they provide good support for both the content and the teacher in the actual learning situation. Working with scaffolding was also beneficial for professional development. However, for a progressive and inclusive activity design, it is essential to take into account aspects of the immediate environment and methods for direct evaluation.

Place, publisher, year, edition, pages
Royal Society of Chemistry, 2019.
National Category
Chemical Sciences
Research subject
Natural Science, Chemistry
Identifiers
URN: urn:nbn:se:lnu:diva-85253DOI: 10.1039/C8RP00306HScopus ID: 2-s2.0-85068520431OAI: oai:DiVA.org:lnu-85253DiVA, id: diva2:1324005
Available from: 2019-06-13 Created: 2019-06-13 Last updated: 2019-08-29

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Adbo, KarinaVidal Carulla, Clara

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  • Other locale
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