Playful science
Fostering procedural and epistemic knowledge in early childhood experiments
Bibliographic Data
| ID | 21589754 |
|---|---|
| Authors | Glykeria Fragkiadaki (0000-0001-7280-783X, Aristotle University of Thessaloniki, corresponding author), Thetis Tilli (0009-0001-6934-5133, Aristotle University of Thessaloniki), Iro Zachariadi (0009-0002-5886-1746, Aristotle University of Thessaloniki), Vassilia Christidou (Aristotle University of Thessaloniki) |
| Year | 2025 |
| Pages | 1-27 |
| Publication date | 2025-09-19 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2025.2550037 |
| OpenAlex | W4414353102 |
| Language | EN |
| Citations received | 1 |
| References cited | 62 |
The interrelation between play and learning in science has been increasingly studied lately. Empirical research has shown how to bring science concepts into children’s play. However, less is known about bringing scientific practices into play. The problem reported in this paper is how procedural and epistemic aspects of knowledge are developed within preschool play-based settings. The study focuses on a set of concepts: waterproofing, floating, and sinking. The research design was based on the Conceptual PlayWorlds model for teaching and learning science through play. Seven children, 4-to-6 years old, and 1 early childhood teacher participated in the study. The qualitative data collected during play were analysed using the dialectical-interactive method. The key findings are: (1) imagination and imaginary play are central to developing the child’s not only content but also procedural and epistemic knowledge; (2) positioning children as agentic creators of scientific toys creates favourable conditions for scientific learning; (3) hands-on model construction allows children to actively apply scientific concepts and engage in scientific practices, and (4) the development of diverse aspects of scientific knowledge through play is a multimodal process. The outcomes suggest that science education foundations can be dialectically interrelated to play-based pedagogies to promote early scientific literacy
Co-construction · Concept learning · Early childhood · Early childhood education · Knowledge level · Science education · Teaching method · Education and Critical Thinking Development · Science Education and Pedagogy · Science Education and Perceptions
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| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |