Of scientists and superheroes: Educational television and pretend play as preparation for science learning

Children aged 4 to 7 (N = 119; 50.4% female, 87.4% White) watched an educational video containing unrealistic elements (i.e., superpowered scientists). Before or after this video, they participated in a hands-on science activity under one form of pretense (i.e., act like a scientist vs. superhero) or under no pretense. Both interventions imparted information about the concept of static equilibrium. Results indicated that children's understanding of static equilibrium improved more when they watched the video before (vs. after) the hands-on activity. Age moderated this effect on one measure of learning, such that 5- and 6-year-olds benefitted more than 4- and 7-year-olds from watching the video first. Gender did not emerge as a moderator, and the pretense manipulation had no impact on children's responses. These results suggest that educational videos can prepare children to learn from hands-on science activities, even when those videos contain unrealistic elements.