abstract
- This paper investigates the use of a slime-based chemistry activity as a tool for both scientific learning and future educator development. Implemented with undergraduate STEM students, the activity aimed to make polymer concepts accessible through hands-on experimentation while encouraging reflection on teaching strategies suitable for K-12 learners. Students synthesized slime using PVA glue and borax, analyzed its properties, and created scientific posters to communicate their findings. A post-activity survey combining Likert-scale and open-ended items revealed that participants gained confidence in explaining core concepts such as viscoelasticity and polymerization. Most students considered the activity adaptable for school-age audiences and expressed interest in using it in outreach or classroom settings. The findings support the use of playful, tangible materials to enhance science learning, promote inclusive pedagogy, and foster science communication skills in future professionals.