This study investigates preschool teachers’ considerations for including digital tools in science teaching to develop children’s learning of science content. Due to the ongoing digitalisation and demands in society, the utilisation of digital tools has increased significantly in educational settings. Recent research about digital tools in early childhood education focuses on various aspects of technology implementation. However, there is a research gap in which considerations underpin preschool teachers’ choices of what, why and how they integrate digital tools into science teaching. The data generation was conducted by different methods. The reflection tool Content Representations (CoRe) is used to make the preschool teachers’ considerations explicit when reflecting on planning science teaching regarding specific science content formulated as Big Ideas. Further, video stimulated recall interviews capture the preschool teachers’ considerations on their interactions with children in science activities and using digital tools. The Refined Consensus Model (RCM) of Pedagogical Content Knowledge (PCK) was employed as a theoretical framework for analysing and interpreting data around an entire teaching cycle. Some of the teachers’ considerations for including digital tools involve accessing children’s learning, making the abstract concrete and stimulating children’s engagement and learning. Further, the findings indicate that the considerations concerned knowledge about teachers’ personal PCK (pPCK) and enacted PCK (ePCK) aspects.

本研究调查了学前教师在科学教学中纳入数字工具以培养儿童对科学内容的学习的考虑。由于持续的数字化和社会需求，数字工具在教育环境中的使用显着增加。关于幼儿教育数字工具的最新研究重点关注技术实施的各个方面。然而，在学前教师选择将数字工具整合到科学教学中的内容、原因和方式方面，存在着研究空白。数据生成是通过不同的方法进行的。反思工具内容表示（CoRe）用于使学前教师在反思规划科学教学时将具体科学内容制定为大想法时的考虑因素变得明确。此外，视频刺激回忆访谈捕捉了学前教师对他们在科学活动中与儿童互动和使用数字工具的考虑。教学内容知识（PCK）的精炼共识模型（RCM）被用作分析和解释整个教学周期数据的理论框架。教师考虑使用数字工具的一些因素包括访问儿童的学习、使抽象具体化并刺激儿童的参与和学习。此外，研究结果表明，这些考虑因素涉及教师个人 PCK (pPCK) 和制定 PCK (ePCK) 方面的知识。