When preschool teachers attempt to initiate play-responsive science teaching, opportunities arise to develop or challenge the play further, for example, by introducing or focusing on science content. The aim of this article is to generate knowledge about how projected images and videos can be used in attempted play-responsive science teaching and what they can contribute to. Eleven preschool teachers participated in a Continuous Professional Development project about play-responsive teaching and science. Participating preschool teachers’ discussions about using projected images or videos in attempted play-responsive science teaching was thematically analysed. Three main themes have been developed: content of the projected image or video, different ways of using projected images or videos, and reasons for using a projected image or video in attempted play-responsive science teaching. Results show that projections could be used as support in play, e.g., when imagining being in another place, like under the surface of the ocean or as a way of introducing science concepts in play. Play-responsive science teaching with support of projected images and videos is found to be a threefold challenge for the preschool teachers, encompassing knowledge about play, science, and digital tools. The important role of preschool teachers in making the projections become a part of play-responsive science teaching is discussed.

当学前教师尝试发起游戏响应式科学教学时，就会出现进一步发展或挑战游戏的机会，例如，通过引入或关注科学内容。本文的目的是生成有关如何将投影图像和视频用于尝试游戏响应式科学教学以及它们可以做出什么贡献的知识。11 名学前教师参加了一个关于游戏响应式教学和科学的持续专业发展项目。对参与的学前教师关于在尝试游戏响应式科学教学中使用投影图像或视频的讨论进行了主题分析。已经开发了三个主要主题：投影图像或视频的内容、使用投影图像或视频的不同方式，以及在尝试游戏响应式科学教学中使用投影图像或视频的原因。结果表明，投影可以用作游戏中的支持，例如，当想象自己在另一个地方时，例如在海面下，或者作为在游戏中引入科学概念的一种方式。研究发现，在投影图像和视频的支持下进行游戏响应式科学教学对学前教师来说是一项三重挑战，包括有关游戏、科学和数字工具的知识。讨论了学前教师在使投影成为游戏响应式科学教学的一部分方面的重要作用。