Integrated STEM Education in Early Childhood Classrooms: Voices From the Field

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Lu Wang, Alina Mihai
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引用次数: 0

Abstract

Young children are natural scientists, exploring the world around them from infancy. While early childhood classrooms abound in opportunities to integrate Science, Technology, Engineering, and Math (STEM), early educators need to intentionally design and implement accessible learning experiences so that all children can develop STEM knowledge and skills. As such, it is essential to understand teachers’ perspectives toward STEM instruction in their everyday classroom practice. Guided by the integrated STEM framework, we examined eight preschool teachers’ STEM teaching practices through in-depth interviews. We present themes related to teachers’ implementation of transdisciplinary, interdisciplinary, and independent exploratory STEM teaching approaches, their observations of both STEM-specific and non-STEM-specific learning outcomes, strategies teachers employed to create equitable and inclusive STEM learning experiences, and their orientation and confidence toward teaching STEM. This study contributes to the literature by exploring the realities of integrated STEM teaching and learning in everyday preschool settings and offering insights into better supporting teachers in this area.

幼儿课堂中的 STEM 综合教育:来自实地的声音
幼儿是天生的科学家,他们从婴儿时期就开始探索周围的世界。虽然幼儿课堂上有很多机会将科学、技术、工程和数学(STEM)融为一体,但早期教育工作者需要有意识地设计和实施无障碍的学习体验,以便所有儿童都能发展 STEM 知识和技能。因此,了解教师在日常课堂实践中对 STEM 教学的看法至关重要。在 STEM 综合框架的指导下,我们通过深入访谈考察了八位学前教师的 STEM 教学实践。我们介绍了与教师实施跨学科、跨学科和独立探索性 STEM 教学方法有关的主题,他们对 STEM 特定和非 STEM 特定学习成果的观察,教师为创造公平和包容性 STEM 学习体验所采用的策略,以及他们对 STEM 教学的定位和信心。本研究探讨了学前教育机构日常 STEM 综合教学的现实情况,并为更好地支持这方面的教师提供了见解,从而为相关文献做出了贡献。
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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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