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Issue 3, 2019
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Designing play-based learning chemistry activities in the preschool environment

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Abstract

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.

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Article information


Submitted
17 Dec 2018
Accepted
03 Apr 2019
First published
17 Apr 2019

Chem. Educ. Res. Pract., 2019,20, 542-553
Article type
Paper

Designing play-based learning chemistry activities in the preschool environment

K. Adbo and C. Vidal Carulla, Chem. Educ. Res. Pract., 2019, 20, 542
DOI: 10.1039/C8RP00306H

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