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Educ. Res. Pract."],"abstract":"<jats:p>\n                    In a societal context where chemistry is often perceived negatively, it is essential to promote educational approaches that foster meaningful and engaging learning experiences from an early age. This study aimed to explore how the integration of storytelling and hands-on activities can contribute to primary school children's engagement and understanding of scientific concepts, leading to a more meaningful chemistry learning. The research was conducted in four primary schools in the northern region of Portugal, involving 237 third- and fourth-grade students in non-formal educational initiatives. A qualitative methodology was employed, based on the analysis of students\u2019 laboratory notebooks. The intervention consisted of a dramatized story from the book\n                    <jats:italic>Hist\u00f3rias com Qu\u00edmica [Stories with Chemistry]<\/jats:italic>\n                    , followed by three water-based hands-on activities addressing key chemical concepts: acid\u2013base reactions, supersaturated solutions, and redox processes. Children's responses were analysed using framework theory, which enabled the categorization of their conceptual development. The findings showed that students' responses progressed from simple sensory observations and intuitive explanations to the construction of basic scientific models. High levels of participation, engagement, and enthusiasm were observed throughout the activities. These results suggest that combining storytelling with hands-on experimentation represents a promising pedagogical strategy for introducing chemistry concepts in early education and promoting a more positive and accessible image of this science.\n                  <\/jats:p>","DOI":"10.1039\/d5rp00271k","type":"journal-article","created":{"date-parts":[[2025,12,5]],"date-time":"2025-12-05T11:13:02Z","timestamp":1764933182000},"page":"607-621","update-policy":"https:\/\/doi.org\/10.1039\/rsc_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Chemistry in early childhood: storytelling and hands-on water-based activities to foster scientific concepts and ideas"],"prefix":"10.1039","volume":"27","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-2136-0019","authenticated-orcid":false,"given":"Carla","family":"Morais","sequence":"first","affiliation":[{"name":"CIQUP \u2013 IMS, Science Teaching Unit, Faculty of Science, University of Porto, Rua do Campo Alegre, 687, 4169-007 Porto, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0009-0009-7620-7650","authenticated-orcid":false,"given":"Ana","family":"Ferreira","sequence":"additional","affiliation":[{"name":"CIQUP \u2013 IMS, Science Teaching Unit, Faculty of Science, University of Porto, Rua do Campo Alegre, 687, 4169-007 Porto, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-0617-2407","authenticated-orcid":false,"given":"Jos\u00e9 Lu\u00eds","family":"Ara\u00fajo","sequence":"additional","affiliation":[{"name":"CIDTFF, Department of Education and Psychology, University of Aveiro, Campus Universit\u00e1rio de Santiago, 3810-193 Aveiro, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-3162-1021","authenticated-orcid":false,"given":"Luciano","family":"Moreira","sequence":"additional","affiliation":[{"name":"CETAPS, Faculty of Arts and Humanities, University of Porto, Via Panor\u00e2mica s\/n, 4150-564 Porto, Portugal"},{"name":"CIQUP \u2013 IMS, University of Porto, Rua do Campo Alegre, 687, 4169-007 Porto, Portugal"}]}],"member":"292","published-online":{"date-parts":[[2026]]},"reference":[{"key":"D5RP00271K\/cit1\/1","doi-asserted-by":"publisher","unstructured":"\u00c5kerblom A., Sou\u010dkov\u00e1 D. and Pramling N., (2019), Preschool children's conceptions of water, molecule, and chemistry before and after participating in a playfully dramatized early childhood education activity,  Cult. 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