Using Technologies to Spatialize STEM Learning by Co-Creating Symbols with Young Children

• DOI: 10.3390/educsci15040431
• Publication Date: 2025-03-31T09:10:07Z
• Authors: Yutong Liang; Xinyun Hu; Nicola Yelland; Mingwei Gao

There has been an increasing number of calls to apply new technologies learning contexts for STEM education. However, limited studies have explored the role technology in bridging teachers and children create knowledge collaboratively. Therefore, early childhood encounter challenges integrating digital support children’s learning. The include developing effective innovative scaffolding strategies incorporate visualize processes using building. This study reports on in-depth exploratory case from a kindergarten classroom Hong Kong, exemplifying approach within spatialized selected continuity episodes spatially directed unit making safe traffic city. Under technology-integrated scaffolding, teacher co-created symbolic system by designing symbols landmarks, applying spatial language, maps games with rules. thematic analysis was adopted analyze teachers’ activity plans reflective reports. finding indicated that process through which collaboratively created via involved recalling spontaneous understanding about everyday concepts, exploring ideas authentic contexts, sorting organizing their collected information, identifying correlating abstract concepts corresponding practices. required two levels engage collaborative creation: use technology. Three novel roles emerged transform delivery creation inquiries tasks young children: application, mediator, catalyst. also highlights transforming into under strategies. Moreover, it spotlights reconceptualization culture co-create teacher-centered more open child-centered