Supporting the understanding of complex concepts through play situations

The aim of this paper is to show that atmospheres of play situations can elicit different and potentially productive proximities for students when teaching in complex concepts. Through a design-based research project, drawing on a design experiment conducted in higher education, this paper proposes, that experiencing practice dimensions of a complex concept, through being in the atmospheres of a commonly known play situation, can potentially transform and make way for a positive and experientially scaffolded reflective atmosphere, to support students’ reflections and understanding of complex concepts in teaching situations.