Early childhood STEM education research in Türkiye: a meta-synthesis study

Year 2025, Issue: 56

Büşra Çelik , Gülşah Günşen , Selvet Ece Genek , Gülden Uyanık

https://doi.org/10.33418/education.1416764

Abstract

This research aims to establish a comprehensive framework for studying STEM education in early childhood using the meta-synthesis approach. A total of 97 studies conducted in Türkiye between 2017 and October 2024 were examined, focusing on their contributions to the field. The studies were categorized based on sample groups, research methods, data collection tools, and the impact of STEM-based educational practices on children, teachers, and teacher candidates. The findings highlight that STEM education in early childhood generally yields positive outcomes, fostering children’s cognitive, social, and problem-solving skills. Teachers and teacher candidates also benefit, as these practices enhance their interdisciplinary teaching abilities and confidence in integrating STEM into their curricula. Despite the growing interest in STEM education, certain areas remain underexplored, such as long-term impacts on children, parental involvement, and the role of school administrators. Additionally, while experimental methods dominate, there is a need for more qualitative and mixed-methods research to provide a nuanced understanding of contextual and process-oriented factors. The results indicate a significant increase in research dedicated to STEM education in recent years, reflecting its critical role in preparing children for the demands of the 21st century. This meta-synthesis study provides a comprehensive overview of trends, gaps, and future directions in the field. By identifying commonalities and under-emphasized points, it offers valuable insights for researchers, educators, and policymakers aiming to advance STEM education in early childhood settings.

Keywords

early childhood education, meta-synthesis, preschool STEM education, STEM education studies

Türkiye'de Erken Çocukluk STEM Eğitimi Araştırmaları: Bir Meta-Sentez Çalışması

Abstract

Bu araştırma, meta-sentez yaklaşımı kullanarak erken çocukluk döneminde STEM eğitimi üzerine kapsamlı bir çerçeve oluşturmayı amaçlamaktadır. Türkiye'de 2017 ile Ekim 2024 tarihleri arasında gerçekleştirilen toplam 97 çalışmayı inceleyen bu araştırma, bulguları örneklem grupları, araştırma yöntemleri ve kullanılan veri toplama araçları gibi belirli temalar altında kategorize etmektedir. Çalışmaların sınıflandırılması, STEM temelli eğitim uygulamalarının çocuklar, öğretmenler ve öğretmen adayları üzerindeki etkilerine dayanmaktadır. Sonuçlar, erken çocukluk döneminde STEM eğitiminin genellikle olumlu etkiler sağladığını ve bu alana yönelik araştırmaların son yıllarda önemli ölçüde arttığını göstermektedir. Çalışmaların çoğunluğu deneysel yöntemler kullanmış ve ağırlıklı olarak çocuklara odaklanmış olup, bazıları okul yöneticilerini de ele almıştır. Dolayısıyla, bu meta-sentez çalışmasının, erken çocukluk döneminde STEM eğitimi üzerine yapılan araştırmalardaki ortak noktaları, yeterince ele alınmayan konuları ve benzerlikler ile farklılıkları ortaya koyarak gelecekteki araştırmalara ışık tutması beklenmektedir. Bu kapsamlı çerçeve, erken çocukluk STEM eğitimi konusundaki anlayışımızı derinleştirmekte ve gelecekteki araştırmalar ile uygulamalar için rehberlik etmektedir.

Keywords

erken çocukluk dönemi, meta-sentez yöntemi, okul öncesi STEM eğitimi, STEM eğitimi çalışmaları

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