An investigation into the relations between imaginary situations and scientific abstractions in preschool digital play
Imaginative play is the leading activity of preschoolers. But imagination is also important in scientific work, for example in the work of Niels Bohr and Barbara McClintock.
Aided through digital tablet technology to create animations of scientific learning, this study examines how imaginative play helps children to imagine scientific explanations not visibly supported in real life, such as the Earth circling the Sun, or science concepts not directly observable, such as, how sugar dissolves faster in hot water.
Studying imagination in play and imagination in science will contribute to new understandings about the nature of science teaching in preschools.