Can we play with science? Preschool teachers’ discussion about play-responsive teaching and how science content can be introduced into play with support of digital tools

Figures & data

Figure 1. Showing the process of the first part of the CPD project with the different parts of this study.

Figure 2. A Venn diagram of the three parts: Pedagogical knowledge, Content knowledge and Technological knowledge viewed as a triad (adapted from Mishra and Koehler 2006).

Table 1. Presenting the themes and descriptions of themes based on the TPACK framework.

Acronym	Themes based on TPACK framework	Description of themes
PK	Pedagogical knowledge	Comments about play-responsive teaching. The comments can be about both play and/or teaching as a possibility or as a limitation.
CK	Content knowledge	Comments about the science content
TK	Technological knowledge	Comments about the digital tools
PCK	Pedagogical content knowledge	Comments about teaching of the science content
TCK	Technological content knowledge	Comments about the use of digital technology to represent the science content.
TPK	Pedagogical technological knowledge	Comments about digital technology as a pedagogical tool
TPACK	Technological pedagogical and content knowledge	Comments about how to use digital technology in teaching to represent a science content

Mishra, P., and M. J. Koehler. 2006. “Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge.” Teachers College Record 108 (6): 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x.

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