Research Article
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Year 2022, Volume: 11 Issue: 2, 279 - 292, 31.12.2022
https://doi.org/10.55020/iojpe.1201534

Abstract

References

  • Adams, A., Miller, B., Saul, M. & Pegg, J. (2014). Supporting elementary pre-service teachers to teach STEM through place-based teaching and learning experiences. Electronic Journal of Science Education, 18(5), 1-23.
  • Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Science Methodology, 43, 337-345.
  • Barone, D., & Barone, R. (2019). Valuing the process and product of inquiry-based instruction and learning. Journal for the Education of the Gifted, 42(1), 35-63.
  • Boston Children’s Museum and National Grid. Tinker kit educator’s guide. https://www.bostonchildrensmuseum.org/sites/default/files/pdfs/Tinker_Kit_Educators_Guide_singles_web.pdf
  • Brunsell, E., & Fleming, M. A. (2014). Engaging minds in science and math classrooms: The surprising power of joy. Association for Supervision & Curriculum Development. p. 29-48.
  • Crist, C. (2019). Invention everywhere: How STEM educators can spread the makerspace mentality throughout schools and districts. District Administration. 55(5), 1-5.
  • Deaton, C. (2017). From static to circuits: Inquiry-based STEM explorations of electricity. YC Young Children, 72(3), 89-93.
  • DeJarnette, N. K. (2012). America’s children: Providing early exposure to stem (science, technology, engineering and math) initiatives. Education, 133(1), 77-84.
  • Douglass, H. (2016). Engineering encounters: No, David! But yes, design! Kindergarten students are introduced to a design way of thinking. Science and Children, 53(9), 69-75.
  • Edelen D., Bush S., & Nickels M. (2019). Crossing the Amazon by LEGO: An interdisciplinary STEM adventure. Science and Children, 56(6), 30-36.
  • Gull, C., Bogunovich, J., Goldstein, S. L., & Rosengarten, T. (2019). Definitions of loose parts in early childhood outdoor classrooms: A scoping review. International Journal of Early Childhood Environmental Education, 6(3), 37-52.
  • Gull, C., Levenson Goldstein, S., & Rosengarten, T. (2021). Loose parts learning in K-3 classrooms. Gryphon House.
  • Gyasi, J. F., Zheng, L., & Zhou, Y. (2021). Perusing the past to propel the future: A systematic review of STEM learning activity based on activity theory. Sustainability, 13(16), 8828. https://doi.org/10.3390/su13168828
  • Hill, C. P. R., Mott, M. S., & Hunt, A. (2018). Facilitating an elementary engineering design process module. School Science & Mathematics, 118(1/2), 53-60. https://doi.org/10.1111/ssm.12259
  • Hills, R. (2017). A blueprint for bridging classrooms: Strategies to encourage collaboration within the school. Children’s Technology and Engineering, 22(2), 7-9.
  • Huang, S. (2017). Implement STEM literacy in the elementary curriculum. Journal of Education Research, 11(4), 1-15.
  • McGee, C. (2018). Artful teaching and science investigations: A perfect match. Gifted Child Today, 41(1), 41-53. https://doi.org/10.1177/1076217517735861
  • McGrew, C. (2012). Engineering at the elementary level: students need the educators of today to prepare them for a world we cannot even imagine at this moment. Technology and Engineering Teacher, 71(6), 19-22.
  • Molina, R., Borror, J., & Desir, C. (2016, April 1). Supporting STEM success with elementary students of color in a low-income community. Distance Learning, 13(2), 19-25.
  • Nicholson, S. (1971). How not to cheat children – The theory of loose parts. Landscape Architecture, 62, 30-34.
  • Robinson, A., Adelson, J. L., Kidd, K. A., & Cunningham, C. M. (2018). A talent for tinkering: Developing talents in children from low-income households through engineering curriculum. Gifted Child Quarterly, 62(1), 130-144.
  • Science club makes splash at the local school's family STEM night. (2016, February 5). Targeted News Service. https://link.gale.com/apps/doc/A442440792/STND?u=uphoenix&sid=ebsco&xid=49455060
  • The PRISMA Group. (2009). PRISMA statement. Retrieved from http://prisma-statement.org/prismastatement/PRISMAStatement.aspx
  • Tremblay, M. S., Gray, C., Babcock, S., Barnes, J., Costas Bradstreet, C., Carr, D., & Brussoni, M. (2015). Position statement on active outdoor play. International Journal of Environmental Research and Public Health, 12, 6475-6505. www.mdpi.com/journal/ijerph
  • Varano, K. (2015). Five principles to encourage science inquiry. Teacher Advocate, 22(4), 16-17.
  • Will, M. (2018, May 23). Early-grades science: The first key STEM opportunity; Effective teaching in grade school is a make-or-break factor for future STEM success. Education Week, 37(32), 4. https://www.edweek.org/teaching-learning/early-grades-science-the-first-key-stem-opportunity/2018/05

STEM LEARNING AND LOOSE PARTS IN EARLY ELEMENTARY CLASSROOMS: A SCOPING REVIEW

Year 2022, Volume: 11 Issue: 2, 279 - 292, 31.12.2022
https://doi.org/10.55020/iojpe.1201534

Abstract

When elementary students learn STEM topics (especially science) early in their educational journey, they have the opportunity to develop a passion to promote their future academic, personal, and professional success. With many resources claiming to be STEM, it can be overwhelming and difficult finding specific classroom activities to establish an interest in the subjects. The use of loose parts can address challenges teaching STEM and meeting curriculum standards in elementary schools. To better understand STEM best practices, a scoping review was implemented. The key words “STEM,” “elementary,” and “science” yielded 1,955 publications, which were then narrowed down to 20 articles for in-depth review. The selected publications were analyzed for STEM activities using loose parts principles. This study establishes successful science activities, discusses challenges, and shares how loose parts could be used to improve learning and student engagement in science and STEM.

References

  • Adams, A., Miller, B., Saul, M. & Pegg, J. (2014). Supporting elementary pre-service teachers to teach STEM through place-based teaching and learning experiences. Electronic Journal of Science Education, 18(5), 1-23.
  • Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Science Methodology, 43, 337-345.
  • Barone, D., & Barone, R. (2019). Valuing the process and product of inquiry-based instruction and learning. Journal for the Education of the Gifted, 42(1), 35-63.
  • Boston Children’s Museum and National Grid. Tinker kit educator’s guide. https://www.bostonchildrensmuseum.org/sites/default/files/pdfs/Tinker_Kit_Educators_Guide_singles_web.pdf
  • Brunsell, E., & Fleming, M. A. (2014). Engaging minds in science and math classrooms: The surprising power of joy. Association for Supervision & Curriculum Development. p. 29-48.
  • Crist, C. (2019). Invention everywhere: How STEM educators can spread the makerspace mentality throughout schools and districts. District Administration. 55(5), 1-5.
  • Deaton, C. (2017). From static to circuits: Inquiry-based STEM explorations of electricity. YC Young Children, 72(3), 89-93.
  • DeJarnette, N. K. (2012). America’s children: Providing early exposure to stem (science, technology, engineering and math) initiatives. Education, 133(1), 77-84.
  • Douglass, H. (2016). Engineering encounters: No, David! But yes, design! Kindergarten students are introduced to a design way of thinking. Science and Children, 53(9), 69-75.
  • Edelen D., Bush S., & Nickels M. (2019). Crossing the Amazon by LEGO: An interdisciplinary STEM adventure. Science and Children, 56(6), 30-36.
  • Gull, C., Bogunovich, J., Goldstein, S. L., & Rosengarten, T. (2019). Definitions of loose parts in early childhood outdoor classrooms: A scoping review. International Journal of Early Childhood Environmental Education, 6(3), 37-52.
  • Gull, C., Levenson Goldstein, S., & Rosengarten, T. (2021). Loose parts learning in K-3 classrooms. Gryphon House.
  • Gyasi, J. F., Zheng, L., & Zhou, Y. (2021). Perusing the past to propel the future: A systematic review of STEM learning activity based on activity theory. Sustainability, 13(16), 8828. https://doi.org/10.3390/su13168828
  • Hill, C. P. R., Mott, M. S., & Hunt, A. (2018). Facilitating an elementary engineering design process module. School Science & Mathematics, 118(1/2), 53-60. https://doi.org/10.1111/ssm.12259
  • Hills, R. (2017). A blueprint for bridging classrooms: Strategies to encourage collaboration within the school. Children’s Technology and Engineering, 22(2), 7-9.
  • Huang, S. (2017). Implement STEM literacy in the elementary curriculum. Journal of Education Research, 11(4), 1-15.
  • McGee, C. (2018). Artful teaching and science investigations: A perfect match. Gifted Child Today, 41(1), 41-53. https://doi.org/10.1177/1076217517735861
  • McGrew, C. (2012). Engineering at the elementary level: students need the educators of today to prepare them for a world we cannot even imagine at this moment. Technology and Engineering Teacher, 71(6), 19-22.
  • Molina, R., Borror, J., & Desir, C. (2016, April 1). Supporting STEM success with elementary students of color in a low-income community. Distance Learning, 13(2), 19-25.
  • Nicholson, S. (1971). How not to cheat children – The theory of loose parts. Landscape Architecture, 62, 30-34.
  • Robinson, A., Adelson, J. L., Kidd, K. A., & Cunningham, C. M. (2018). A talent for tinkering: Developing talents in children from low-income households through engineering curriculum. Gifted Child Quarterly, 62(1), 130-144.
  • Science club makes splash at the local school's family STEM night. (2016, February 5). Targeted News Service. https://link.gale.com/apps/doc/A442440792/STND?u=uphoenix&sid=ebsco&xid=49455060
  • The PRISMA Group. (2009). PRISMA statement. Retrieved from http://prisma-statement.org/prismastatement/PRISMAStatement.aspx
  • Tremblay, M. S., Gray, C., Babcock, S., Barnes, J., Costas Bradstreet, C., Carr, D., & Brussoni, M. (2015). Position statement on active outdoor play. International Journal of Environmental Research and Public Health, 12, 6475-6505. www.mdpi.com/journal/ijerph
  • Varano, K. (2015). Five principles to encourage science inquiry. Teacher Advocate, 22(4), 16-17.
  • Will, M. (2018, May 23). Early-grades science: The first key STEM opportunity; Effective teaching in grade school is a make-or-break factor for future STEM success. Education Week, 37(32), 4. https://www.edweek.org/teaching-learning/early-grades-science-the-first-key-stem-opportunity/2018/05
There are 26 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Carla Gull This is me 0000-0003-4992-9382

Suzanne Levenson Goldsteın This is me 0000-0003-2545-4642

Tricia Rosengarten This is me 0000-0001-7439-7715

Publication Date December 31, 2022
Published in Issue Year 2022 Volume: 11 Issue: 2

Cite

APA Gull, C., Levenson Goldsteın, S., & Rosengarten, T. (2022). STEM LEARNING AND LOOSE PARTS IN EARLY ELEMENTARY CLASSROOMS: A SCOPING REVIEW. International Online Journal of Primary Education, 11(2), 279-292. https://doi.org/10.55020/iojpe.1201534

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