This paper describes an analysis of teaching instances that are part of an in-service preschool teachers programme. The overall aim of the project is – together with teachers – to study model-based teaching and collaborative inquiry learning of chemical processes and physical phenomena in preschool. Our interest is directed towards the teaching of science in preschool, with particular focus on use of digital tools and the verbal communication and intersubjectivity established, or not established, between teachers and children during learning situations in preschool. A phenomenographic analysis of the enacted object of learning was performed. The focus is excerpts representing qualitative differences in intersubjectivity related to the object of learning and what characterised the communication in these situations – the roles of teacher and children. From our results we state that mutual simultaneity may be seen as a variation of intersubjectivity. The result also places the intermediary object of learning on the science teaching agenda and shows that it can constitute a supporting element in the conquest of new knowledge. Further, children’s understanding of abstractions and concepts when designing a digital movie about science phenomena are discussed. The three-year professional development (PD) programme is ongoing and analysis of several instances during the first years will be discussed at the conference