This paper communicates the pedagogical idea of approaching scientific phenomena through verbs. The idea has sprung from a collaboration between preschool practitioners and a researcher, addres-sing science education in preschool (children aged 1-5 years). Drawing on a joint problem inventory, the project group aimed to create a teaching model that supports inquiry-oriented approaches to science, and teachers’ ability of distinguishing chemical processes and physics phenomena in everyday practice. The core idea of the teaching model turned out to be a list of everyday verbs, connected to scientific phenomena. Starting from verbs appear to help teachers to recognise the scientific pheno-mena in everyday practice. Further, the verbs guide the formulating of questions that can be answe-red by scientific inquiry, such as: ''what matters to how something melts/rolls/mixes?''.
2016. Vol. 12, no 2