Purpose
The study analyses how Swedish kindergarten teachers use digital and analogue tools in science teaching, as well as how this use affects teaching. The aim is to investigate the type of tools kindergarten teachers use, what topics are taught, and how different educational dimensions are highlighted. The focus is on how digital and analogue tools complement each other in supporting children’s learning and experiences in relation to science. The research questions are:
- What type of digital tools do kindergarten teachers use in their existing science activities to support children’s meaning-making?
- What scientific content is covered in these activities?
- What type of teaching dimensions are promoted through the activities?
Result
The results show that digital tools such as tablets act as ‘hubs’ that unite analogue and digital experiences in science education. Digital tools were used to promote social learning processes, inclusion and child contribution. Science topics primarily involved biology, such as animal life cycles and anatomy. The analysis identified seven teaching dimensions, including imagination and play, empathy, storytelling, and systematic investigations. The study concludes that digitalisation can enhance diversity in kindergarten science practices, but warns against the risk of the continued dominance of traditional biology topics.
Design
The study uses a qualitative research method with data collection from ten Swedish kindergarten teachers who documented their science activities. The documentation included written descriptions, photos and videos, as well as recall interviews with four of the kindergarten teachers to deepen the understanding of their practice. The data were analysed using thematic content analysis and a framework for seven educational dimensions in kindergarten science education.
References
Otterborn, A., Sundberg, B., & Schönborn, K. (2024). The impact of digital and analog approaches on a multidimensional preschool science education. Research in science education, 54(2), 185–203.
Online year: 2023
Issue year: 2023
Review year: 2023
Financed by
The Swedish National Graduate School of Science and Technology Education Research (FontD), Sweden