When we have to justify why it is important for children and young people to engage in science, the natural sciences, STEM and the like, we often refer to Svein Sjøberg’s four arguments for scientific education, namely 1) The cultural argument, 2) The democracy argument, 3) The utility argument or 4) The economics argument. Most recently, there has been an additional argument about the development of critical thinking. Common to all the arguments, however, is that there is a goal in dealing with the natural sciences. The natural sciences thus become means to other ends, not an end in themselves.

The joy, desire and curiosity are desired, but it is not a necessity with the goals that exist for now. And unfortunately, it is precisely some of these elements that disappear when children, who are initially curious and preoccupied with science in daycare, gradually remove themselves from the natural sciences through their school and education.

There is therefore a need for an expanded view of science and science, where there is room for playful approaches, joy and wonder and the use of the imagination. If you put it sharply, the natural sciences are often based on a hypothetical-deductive approach where you work from if-so-because, and thus can confirm or disprove a pre-established hypothesis. Play, on the other hand, has as its basic principle an approach that is based on what-ifs. It is thus a journey into the unknown, the unpredictable, the magical.

Both nationally and internationally, there has been an increased focus on the joy, emotions and play in connection with science and science, but the area is still a new focus point, and has not yet received as much political attention as the application arguments. There is therefore a need for a research and practice-oriented focus on playing with science and science. In this way, joy, play and wonder can contribute to expanding the reasons for why science and science are meaningful.

Purpose:

The purpose of this SIG is to create a research-based network that focuses on playful approaches to science and science throughout the education system. Focus points for this could be, for example:

•     How can play and learning interact in science and science?
•     What does play look like along the length of the education system?
•     Can you design and plan for play?
•     Which frameworks and materialities encourage play and which do not?
•     Can fascination, wonder and joy be an end in themselves?

Policy initiatives:

A SIG on playful approaches to science and science can work politically to promote focus on play with science and science in several ways.

• Lobbying: Influencing politicians and decision-makers by presenting research and data showing the benefits of focusing on play in and with the natural sciences along the education system.
• Public education: Produce material to raise public awareness of the uniqueness of play in science and science. This can include social media, events, workshops, and collaboration with media.
• Coalitions and partnerships: Work with other organizations that share similar goals to create a stronger voice.
• Policy recommendations: Prepare and present concrete policy proposals to local, regional and national authorities. This may include proposing legislation, funding relevant projects, or changes to training plans.
• International orientation: Orient oneself broadly in the international field of play in science and science with a view to disseminating successes from a Danish context and being inspired by successes from a foreign context.