Multimodal Technology-Integrated Approaches for Teaching Early Childhood and Early Primary Science

A Scoping Review

Bibliographic Data

ID22044524
AuthorsHadis Salehi Gahrizsangi (Swinburne University of Technology), Sarika Kewalramani (0000-0002-4937-3364, Swinburne University of Technology, corresponding author), Gerarda Richards (0000-0002-6757-483X, Swinburne University of Technology)
Year2026
Volume16
Issue4
Pages586
Publication date2026-04-07
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci16040586
OpenAlexW7151229988
LanguageEN
References cited17

In early childhood and early primary settings, science education is often overshadowed by other subjects such as literacy and numeracy due to the perception that learning science is less essential than acquiring skills in other core subjects. The teaching of biological science, in particular, have limited engagement and interactivity, leading to lower student interest and participation. This scoping review aims to explore the current practices and challenges in teaching biological science within early childhood and early primary settings with a special focus on multimodality to increase student engagement and interactivity via the integration of digital tools. Existing research emphasises a current gap in integrating multimodal teaching and learning approaches—ranging from manual and digital to robotic technologies—in biological science. Based on the findings, recommendations are made for the successful integration of multimodal approaches to make biological science more engaging, dynamic, and memorable for young learners

Affordance · Digital Literacy · Early childhood · Early childhood education · Interactivity · Literacy · Multimodality · Numeracy · Child Development and Digital Technology · Literacy, Media, and Education · Science Education and Pedagogy

Tools

Open DOIOpen Access