PLAYFULNESS AND SCIENCE: CONTENT ANALYSIS OF CHILDREN'S SCIENTIFIC TOYS

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New Trends in Qualitative Research Volume 22 nr 1
pdf (Português (Portugal))
Published Mar 4, 2026
DOI https://doi.org/10.36367/ntqr.22.1.2026.e1212

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Lais Rodrigues
Universidade Federal de Pernambuco, Centro de Arte e Comunicação, Departamento de Design, Brasil
https://orcid.org/0000-0003-2321-8742

Cecília Guerra
Faculdade de Ciências da Universidade do Porto, Centro de Investigação em Didática e Tecnologia na Formação de Formadores, Portugal
https://orcid.org/0000-0002-2560-165X

Abstract

This article describes the development process (design, implementation and evaluation) of an instrument for analysing scientific toys for children in the 1st Cycle of Basic Education (CEB) to understand its didactic and design characteristics for teaching science, exemplifying its use through the evaluation of a toy. Using the techniques of document collection and content analysis, the Essential Learning Curriculum (EKC) for the 1st to 4th year of primary school and the script for the Experimental Science Teaching Training Program (PFEEC) were checked against the recommendations for designing children's educational toys and resources for teaching science with a CTS (Science, Technology and Society) focus. This allowed for the creation of an Instrument for the Analysis of Scientific Toys (IABC) with three main dimensions: 1) Characterization of the Toy (age group, type, context and theme); 2) Configuration of the Toy (attractiveness, appropriateness, caution, significance, familiarity and suggestion); and 3) CTS Characteristics of the Toy (relevance, exploration, immersion, integration and scientific literacy). The science toy selected for analysis based on the IABC showed relevant characteristics for teaching science contextualized and in line with the CTS approach. The IABC proved to be relevant for understanding the aspects linked to the configuration of science toys and their ability to introduce CTS concepts, presenting itself as a possibility to support educators in the selection, development and use of science toys aligned with the science curriculum in the 1st Cycle of Basic Education and the CTS approach, enhancing positive attitudes towards science in children.

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Issue
Vol. 22 No. 1 (2026): New Trends in Qualitative Research
Section
Empirical Studies with Methodological Reflection

How to Cite

Rodrigues, L., & Guerra, C. (2026). PLAYFULNESS AND SCIENCE: CONTENT ANALYSIS OF CHILDREN’S SCIENTIFIC TOYS . New Trends in Qualitative Research, 22(1), e1212. https://doi.org/10.36367/ntqr.22.1.2026.e1212
Copyright
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

openAccess

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