Digital tools, artefacts and resources for teaching and learning have created new learning contexts as digitalisation continues (Arnold & Yelland, 2020; Otterborn et al., 2023). As a result, there is a growing interest in technology-enabled artefacts being used in science teaching to stimulate young children’s science learning. With their inherent technological functions, digital tools create opportunities and constraints for different actions in learning contexts in relation to children’s learning of science content. Slowmation, a slow animation consisting of five cumulative representations (Background, Storyboard, Models, Digital photographs and Animation), allows children to repeatedly represent science content based on their experiences (Hoban & Nielsen, 2010). The design of Slowmation promotes ‘shared sustained interactions’ between teachers and children, encouraging reflection about significant concepts and ideas throughout the process of creating a Slowmation (Fleer & Hoban, 2012).  Previous research on Slowmation has focused on how it enhances learning about science content for learners in various pedagogical contexts (Fridberg et al., 2018; Nielsen & Hoban, 2015; Hoban & Nielsen, 2010) or how it is used to support the learning of science content (Fleer & Hoban 2012). More research is needed on how digital tools enable or constrain children’s learning of science content based on teachers’ intended and implemented teaching with a focus on planning, teaching and reflecting.

The study presented here is based on teachers’ reflections on their intended and enacted teaching of science content using the digital tool Slowmation. The study explores how teachers' experiences of using Slowmation for teaching and learning science content in preschool education. It is guided by the following research question ‘What are the opportunities and constraints of using Slowmation for teaching and learning science in preschool?’

The research involved four preschool teachers in a Swedish preschool who had previously worked with children on the science content dinosaurs and bees together using Slowmation. Initially, the teachers articulated their intended planning and reflection on the construction of Slowmations, through a reflection tool called Content Representations (CoRe) (Loughran et al., 2004).

Data were generated through the reflection tools, audio recordings during the completion of the reflection tools, and stimulated recall interviews. Preliminary findings from the thematic analysis show that the teachers experience opportunities and constraints when using Slowmations. For example, according to the teachers, the children have many repeated opportunities to encounter the science content through the Slowmations. Furthermore, the teachers have to prepare the children about what an animation is. This research is of interest to Nordic educational research as digital tools are a part of the learning context in preschool. The findings of the study can provide knowledge about how Slowmations can support science teaching and learning based on the teachers’ intended and enacted experiences.

Background: Research emphasises preschool teachers’ work with multimodal representations to assist children in developing their understanding of science content. However, this can be time-consuming and challenging in terms of preparation and materials. Slowmation is a multimodal representation where children represent and visualise science content through narrated digital animations. More research is needed on preschool teachers’ experiences of using slowmation to teach science. Purpose: This study aimed to explore preschool teachers’ experiences of implementing slowmation to teach science content in a preschool context. Sample: The study involved five teachers and 17 children (4–5 years) at two preschool departments. Design and methods: To reflect on what science content to include in the slowmation as well as to articulate their pedagogical considerations for using slowmations, the reflective tool Content Representation (CoRe) was used. Based on the CoRe, the teachers constructed slowmations with the children. Video-stimulated recall interviews (n = 2) were conducted, allowing teachers to express their experiences. The interview data were then analysed thematically. Results: The teachers’ experiences of implementing slowmation are summarised in terms of (re)framing the content, children’s engagement, repeated opportunities to engage with the content, and preparation and support needs. For instance, the slowmation due to its design, provides repetitive learning opportunities for children and addresses children’s interests and engagement. The results have implications for teaching science with slowmation in preschool settings. Further, the results indicate the importance of using a reflective tool such as the CoRe for teachers to reflect on what particular content to include in the slowmations as well as, why and how to use slowmations in preschool. Conclusion: Slowmation enhances children’s engagement and understanding of science, offering teachers valuable insights into children’s learning. Despite some challenges, its repetitive structure contributes to visualising and learning science content. Further research from a teacher’s perspective provides additional insights into the conscious use of slowmations in preschool science activities. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Research topic/aim: This study explores how preschool children and teachers engage with science content in science activities supported by digital tools. Recent research reveals that digital tools are used for different educational purposes, such as creating stimulating learning environments, complementing other tools, sharing children's experiences, or enhancing critical attitudes towards digital technologies (Walan & Enochsson, 2022). However, more research focusing on how the interaction is enacted between children and teachers within the digitalised science context is needed.

Theoretical framework: Drawing on sociocultural perspectives (Vygotsky, 1978), science education is considered in the study as a social practice and situated in the cultural context in which it emerges. Children and teachers use artefacts such as language and digital tools within the science context. Through the artefacts, children and teachers (re)create and distribute their experiences about science content.

Methodological design: Video recordings (Danby, 2021; Derry et al., 2010) of eight science activities were conducted to access the participants' interaction in three Swedish preschools. Eight teachers and twenty-two children (aged 3-5) interacted with science content such as water phases, water cycle and friction. The analysis focuses on processes regarding the science content and was performed in two steps. Firstly, an overview analysis focuses on using digital tools in relation to the entire teaching activity to discern aspects of engagement. Secondly, a detailed analysis focuses on episodes where teachers and children interact with science content using digital tools.

Expected conclusions/findings: The preliminary findings show that digital tools underpinned children's and teachers' engagement differently: combined with other resources or as the main resources for engaging with the content. In activities where digital tools were the main resources, children's and teachers' engagement revolved around experiences exchange and content "recreation".

Relevance to Nordic educational research: For the Swedish context, changes are proposed concerning the preschool curriculum to ensure that children’s education is mainly screen-free. Knowledge about teachers’ and children’s interaction with science content, promoted by digital tools, is relevant for future preschool science.  It can provide knowledge to the field of science education concerning how digital tools mediate science content.

Danby, S. (2021). Ways of Working with Video and Online Data: From Fieldwork to Analysis. In Silverman, D. (2021). Qualitative research (Fifth ed.).

Derry, S., Pea, R., Barron, B., Engle, R., Erickson, F., Goldman, R., . . . Sherin, B. (2010). Conducting Video Research in the Learning Sciences: Guidance on Selection, Analysis, Technology, and Ethics. The Journal of the Learning Sciences, 19(1), 3-53.

Vygotskij, L., & Cole, M. (1978). Mind in society: The development of higher psychological processes.

Walan, S., & Enochsson, A.-B. (2022). Affordances and obstacles when integrating digital tools into science teaching in preschools. Research in Science & Technological Education, ahead-of-print(ahead-of-print), 1–20. https://doi.org/10.1080/02635143.2022.2116423

This study focuses on preschool class children and grade one pupils’ questions about the natural sciences. The article presents the questions that preschool class children and grade one pupils asked via a chat function in connection with a digital interactive lesson about molecules arranged by a culture center in Sweden. The results of the thematic analysis are discussed in relation to their didactic implications for natural science teaching with young learners. The most relevant conclusions are that children drew from their own experiences when approaching molecules, they could generalize their experiences and apply them to other contexts, and they needed time to process the content and then ask questions. Therefore, the authors suggest the use of children’s questions as a useful pedagogical tool for helping young children understand abstract concepts such as molecules. Furthermore, follow-up interviews with children are suggested as a means of mapping the origin of such questions. © 2024 by the authors.

This study investigates preschool teachers’ considerations for including digital tools in science teaching to develop children’s learning of science content. Due to the ongoing digitalisation and demands in society, the utilisation of digital tools has increased significantly in educational settings. Recent research about digital tools in early childhood education focuses on various aspects of technology implementation. However, there is a research gap in which considerations underpin preschool teachers’ choices of what, why and how they integrate digital tools into science teaching. The data generation was conducted by different methods. The reflection tool Content Representations (CoRe) is used to make the preschool teachers’ considerations explicit when reflecting on planning science teaching regarding specific science content formulated as Big Ideas. Further, video stimulated recall interviews capture the preschool teachers’ considerations on their interactions with children in science activities and usingdigital tools. The Refined Consensus Model (RCM) of Pedagogical Content Knowledge (PCK) was employed as a theoretical framework for analysing and interpreting data around an entire teaching cycle. Some of the teachers’ considerations for including digital tools involve accessing children’s learning, making the abstract concrete and stimulating children’s engagement and learning. Further, the findings indicate that the considerations concerned knowledge about teachers’ personal PCK (pPCK) and enacted PCK (ePCK) aspects. © 2023, The Author(s).

This paper investigates preschool teachers' considerations for including digital tools in their teaching of science to develop children's learning and meaning making of the science content. The ongoing digitalisation in society has affected education, and the use of digital tools has increased significantly. Recent research about digital tools in early childhood teaching focuses on different aspects of technology implementation. However, there is a gap in the research into what considerations that support preschool teachers' choices of what, why and how they integrate digital tools into their teaching. The reflection tool Content Representations (CoRe) is used to make explicit the teachers' considerations when planning for their teaching. Further video-stimulated recall interviews are used to capture the preschool teachers' reflections on their interactions with children about the specific scientific content. The Refined Consensus Model (RCM) was used as a theoretical framework for analysing the data. The results show that the considerations involved links to the scientific content and other modes, to make the abstract concrete and stimulate engagement and creativity. Consequently, digital tools act as a mediating resource in the learning and meaning making of science content.