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