| Summary: | The purpose of this study is to contribute to the knowledge of educators’ experiences of a teaching approach concerning investigative discussions of literature combined with experiments in order to support children’s learning about the phase transformation of water. The study contains a theoretical framework based on variation theory. All educators that agreed to participate in the study were provided with instructions for the teaching arrangement, that consisted of an investigative discussions of literature and an experiment. These arrangements were pre-planned and were to be conducted with the children on the educator’s department. Seven educators participated in the study. The method for collection of data consisted of semi-structured interviews. The interviews were analyzed using a phenomenographic approach where eight clusters of data are summarized. The results of the study show that the educators had a positive experience working with this teaching approach. The educators experienced that the investigative discussions of literature combined with the experiment supported the children’s learning about the phase transformations of water. In a discussion about possibilities and challenges, the educators conveyed that by combining the two approaches, the children could share experiences and support each other in learning about the phase transformations of water. One of the challenges that were found was that the size of the group of children was a limiting factor, since each child needed individual support in their work. The conclusion is that all participating educators found that the approach of combining investigative discussions of literature with experiments supported the children’s learning about the phase transformations of water.W
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