Research Article
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Effects of Workshops on the Early Childhood Educators' Perceptions of STEM Practices

Year 2021, Volume , Issue 20, 37 - 48, 26.07.2021
https://doi.org/10.30786/jef.792028

Abstract

This study aimed at exploring the effects of early STEM workshops on preschool teachers’ perceptions of STEM practices in the early childhood classroom. The research adopted a concurrent triangulation strategy with maximum variation/heterogeneous purposive sampling.The participants of the study are 44 preschool teachers who participated in a STEM workshop designed for preschool teachers. The study utilized two instruments for data collection. For the quantitative data, a survey and a rubric to score the survey is developed and the qualitative data is collected by a semi-structured interview form developed by the researcher. Paired samples t-test was performed to determine if preschool teachers’ perceptions about early childhood STEM education differed after the STEM workshop they participated. The analysis revealed that preschool teachers’ perceptions of early STEM education changed significantly (p = .000, N = 44) from pre to post-survey. Thematic analysis was employed to examine the qualitative data. Findings of the thematic analysis revealed that both the preschool teachers’ views about the effects of STEM workshops and their recommendations for an effective STEM workshop fall under six categories. The contribution of this study to the field is to provide quantitative data on the effect of STEM workshops on preschool teachers' perceptions of early STEM practices and to determine the needs of preschool teachers to improve STEM implementations in their classrooms. The research concludes with the discussion of its findings and recommendations for further research.

References

  • Akgündüz, D. & Akpınar, B.Ç. (2019). Okul öncesi eğitimde STEM uygulamaları [STEM Practices in early childhood]. In D. Akgündüz (Ed.), Okul öncesinden üniversiteye kuram ve uygulamada STEM eğitimi [STEM education in theory and practice from early childhood to higher education], (pp.135-164). Ankara: Anı Publishing.
  • Alade, F., Lauricella, A.R., Beaudoin-Ryan, L. & Wartella, E. (2016). Measuring with Murray: Touchscreen technology and preschoolers' STEM learning. Computers in Human Behavior, 62, 433-441. DOI: 10.1016/j.chb.2016.03.080
  • Aldemir, J. & Kermani, H. (2017). Integrated STEM curriculum: improving educational outcomes for Head Start children. Early Child Development and Care, 187(11), 1694-1706. DOI: 10.1080/03004430.2016.1185102
  • Altuger-Genc, G. & Issapour, M. (2015). Preparing STEM teachers for integration of NGSS: A summer workshop development. Journal of Education and Learning. 9(4), 305-313.
  • Aşık, G., Doğança Küçük, Z., Helvacı, B. & Corlu, M. S. (2017). Integrated teaching project: a sustainable approach to teacher education, Turkish Journal of Education, 6(4), 200-215. DOI: 10.19128/turje.332731
  • Bell, D., Morrison-Love, D., Wooff, D. & McLain, M. (2018). STEM education in the twenty-first century: learning at work—an exploration of design and technology teacher perceptions and practices. International Journal of Technology and Design in Education, 28, 721–737. https://doi.org/10.1007/s10798-017-9414-3
  • Bers, M. U., Seddighin, S. & Sullivan, A. (2013). Ready for robotics: Bringing together the T and E of STEM in early childhood teacher education. Journal of Technology and Teacher Education, 21(3), 355–377.
  • Bozkurt Altan, E. & Ercan, S. (2016). STEM Education Program for Science Teachers: Perceptions and Competencies. Journal of Turkish Science Education, 13, 103-117.
  • Brennaman, K., Lange, A. & Nayfeld, I. (2019). Integrating STEM into preschool education; designing a professional development model in diverse settings. Early Childhood Education Journal, 47, 15-28. DOI: https://doi.org/10.1007/s10643-018-0912-z
  • Büyüköztürk, Ş. (2013). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Publishing.
  • Bybee, R. W. (2013). The case for STEM Education: Challenges and opportunities. National Science Teachers Association, Arlington, Virginia: NSTA Press.
  • Campbell, C., Speldewinde, C., Howitt, C. & MacDonald, A. (2018). STEM practice in the early years. Creative Education, 9(1), 11–25. DOI:10.4236/ce.2018.91002
  • Chen, Y.L, Huang, L.F. & Wu, P.C. (2020). Preservice preschool teachers’ self‑efficacy in and need for STEM education professional development: STEM pedagogical belief as a mediator. Early Childhood Education Journal. Published online: https://doi.org/10.1007/s10643-020-01055-3
  • Copley, J. & Padrón, Y. (1999). Preparing teachers of young learners: Professional development of early childhood teachers in mathematics and science. In Dialogue on early childhood science, mathematics, and technology education. Washington, DC: Project 2061, American Association for Advancement of Science.
  • Çorlu, M. S., Capraro, R. M. & Capraro, M. M. (2014). Introducing STEM education: Implications for educating our teachers for the age of innovation. Egitim ve Bilim [Education and Science], 39(171).
  • Creswell, J. W. & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. USA: Sage publications.
  • Çavaş, P., Yar, A., Bula Turuplu, S. & Gürcan, V. (2019). Türkiye’de STEM eğitimi üzerine yapılan araştırmaların durumu üzerine bir çalışma. YYU Journal of Education Faculty, 17(1), 823-854. DOI: 10.33711/yyuefd.751853
  • Dejonckheere, P.J.N., Wit, N.D., Keere, K.V. & Vervaet, S. (2016). Exploring the classroom: Teaching science in early childhood. International Electronic Journal of Elementary Education, 8(4), 537-558.
  • Doğan, E. & Saraçoğlu, S. (2019).Views of Science Teachers on STEM-based Science Education. HAYEF: Journal of Education, 16(2); 182-220. DOI: 10.5152/hayef.2019.19016
  • Eroğlu, S. & Bektaş, O. (2016). STEM eğitimi almış fen bilimleri öğretmenlerinin stem temelli ders etkinlikleri hakkındaki görüşleri. Eğitimde Nitel Araştırmalar Dergisi - Journal of Qualitative Research in Education, 4(3), 43-67. [Online] www.enadonline.com DOI: 10.14689/issn.2148-2624.1.4c3s3m
  • Esen, S., Gümüşer, B., Ayverdi, L. & Avcu, Y. E. (2019). Öğretmen, idareci, veli ve özel yetenekli öğrenci gözünden FeTeMM. Bilim, Teknoloji, Mühendislik, Matematik ve Sanat (J-STEAM) Eğitim Dergisi [Journal of STEAM Education], 2(2), 1-27.
  • Gardner K., Glassmeyer, D.M. & Worthy, R. (2019). Impacts of STEM Professional Development on Teachers’ Knowledge, Self-Efficacy, and Practice. Frontiers in Education. 4 (26), 1-10. DOI: 10.3389/feduc.2019.00026
  • Greenfield, D., Jirout, J., Dominguez, X., Greenberg, A., Maier, M. & Fuccillo, J. (2009). Science in the preschool classroom: A programmatic research agenda to improve science readiness. Early Education & Development, 20, 238–264.
  • Günşen, G., Uyanık, G. & Akman, B. (2019). Okul Öncesi Öğretmenlerinin STEM Semantik Algılarının ve STEM Yaklaşımına Yönelik Düşüncelerinin Belirlenmesi. Kastamonu Education Journal, 27(4), 2173-2186. doi:10.24106/kefdergi.3387
  • Havice, Havice, Waugaman & Walker, (2018). Evaluating the Effectiveness of Integrative STEM Education: Teacher and Administrator Professional Development. Journal of Technology Education, 29(2), 73-90.
  • Kalemkuş, J. (2019). STEM Tendency in Experimental Researches. Journal of Ziya Gökalp Faculty of Education, 36, 78-90.
  • Kermani, H. & Aldemir, J. (2015). Preparing children for success: integrating science, math, and technology in early childhood classroom, Early Child Development and Care, 185(9), 1504-1527. DOI: 10.1080/03004430.2015.1007371
  • MacDonald, A. & Rafferty, J. (2016). Investigating mathematics, science and technology in early childhood. Australia: Oxford University Press.
  • MacDonald, A., Huser, C., Sikder, S. & Danaia, L. (2019). Effective early childhood STEM education: Findings from the Little Scientists evaluation. Early Childhood Education Journal, 48, 353–363. https://doi.org/10.1007/s10643-019-01004-9
  • Master, A., Cheryan, S. & Meltzoff, A.N. (2017). Social group membership increases STEM engagement among preschoolers, Developmental Psychology, 53(2), 201-209. DOI: 10.1037/dev0000195
  • Ministry of National Education [MoNE]. (2018). STEM Approaches in a global context, Ankara: MEB Publishing. Moomaw, S. (2013). Teaching STEM in the early years. USA: Redleaf Press.
  • Nadelson, L.S., Seifert, A., Moll, A.J. & Coats, B. (2012). i-STEM Summer Institute: An integrated approach to teacher professional. Journal of STEM Education, 13(2), 69-83.
  • Ndijuye & Tandika (2020). STEM starts early: Views and beliefs of early childhood education stakeholders in Tanzania. Journal of Childhood, Education & Society 1 (1), 29-42. DOI: 10.37291/2717638X.20201128
  • Ong, E.T., Ayob, A., İbrahim, N., Adnan, M., Shariff, J. & Mohd Ishk, N. (2016). Integrating stem into early childhood education: Is it feasible? The Eurasia Proceedings of Educational & Social Sciences (EPESS), 4, 336-341.
  • Özbilen, A.G. (2018). Teacher opinions and awareness about stem education. Scientific Educational Studies, 2(1), 1-21.
  • Polat, Ö. & Bardak, M. (2019). STEM Approach in Early Childhood in Turkey. International Journal of Social Science Research, 8(2), 18-41.
  • Ring, E.A., Dare, E.A., Crotty, E.A. & Roehrig, G. H. (2017). The Evolution of Teacher Conceptions of STEM Education Throughout an Intensive Professional Development Experience. Journal of Science Teacher Education, 28(5), 444-467, DOI: 10.1080/1046560X.2017.1356671
  • Siew, N. M., Amir, N. & Chong, C. L. (2015). The perceptions of pre-service and in-service teachers regarding a project-based STEM approach to teaching science. SpringerPlus, 4(8), 1-20
  • Sutton, J. & Austin, Z. (2015). Qualitative research: Data collection, analysis, and management, The Canadian Journal of Hospital Pharmacy, 68(3), 226-231.
  • Toma, R. B. & Greca, I. M. (2018). The effect of integrative STEM instruction on elementary students’ attitudes toward science. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1383-1395.
  • Uğraş, M. & Genç, Z. (2018). Investigating Preschool Teacher Candidates' STEM Teaching Intention and the views about STEM Education. Bartın University Journal of Faculty of Education, 7(2), 724-744. DOI: 10.14686/buefad.408150
  • Yıldırım, B. (2018). Research on teacher opinions on STEM practices. Journal of Education, Theory and Practical Research, 4(1), 42–53.
  • Yıldırım, B. (2020). Preschool STEM Activities: Preschool Teachers’ Preparation and Views. Early Childhood Education Journal (Published Online) DOI: 10.1007/s10643-020-01056-2
  • Wang, H., Moore, T. J., Roehrig, G. H. & Park, M. S. (2011). STEM Integration: Teacher Perceptions and Practice. Journal of Pre-College Engineering Education Research (J-PEER), 1(2), https://doi.org/10.5703/1288284314636

Year 2021, Volume , Issue 20, 37 - 48, 26.07.2021
https://doi.org/10.30786/jef.792028

Abstract

References

  • Akgündüz, D. & Akpınar, B.Ç. (2019). Okul öncesi eğitimde STEM uygulamaları [STEM Practices in early childhood]. In D. Akgündüz (Ed.), Okul öncesinden üniversiteye kuram ve uygulamada STEM eğitimi [STEM education in theory and practice from early childhood to higher education], (pp.135-164). Ankara: Anı Publishing.
  • Alade, F., Lauricella, A.R., Beaudoin-Ryan, L. & Wartella, E. (2016). Measuring with Murray: Touchscreen technology and preschoolers' STEM learning. Computers in Human Behavior, 62, 433-441. DOI: 10.1016/j.chb.2016.03.080
  • Aldemir, J. & Kermani, H. (2017). Integrated STEM curriculum: improving educational outcomes for Head Start children. Early Child Development and Care, 187(11), 1694-1706. DOI: 10.1080/03004430.2016.1185102
  • Altuger-Genc, G. & Issapour, M. (2015). Preparing STEM teachers for integration of NGSS: A summer workshop development. Journal of Education and Learning. 9(4), 305-313.
  • Aşık, G., Doğança Küçük, Z., Helvacı, B. & Corlu, M. S. (2017). Integrated teaching project: a sustainable approach to teacher education, Turkish Journal of Education, 6(4), 200-215. DOI: 10.19128/turje.332731
  • Bell, D., Morrison-Love, D., Wooff, D. & McLain, M. (2018). STEM education in the twenty-first century: learning at work—an exploration of design and technology teacher perceptions and practices. International Journal of Technology and Design in Education, 28, 721–737. https://doi.org/10.1007/s10798-017-9414-3
  • Bers, M. U., Seddighin, S. & Sullivan, A. (2013). Ready for robotics: Bringing together the T and E of STEM in early childhood teacher education. Journal of Technology and Teacher Education, 21(3), 355–377.
  • Bozkurt Altan, E. & Ercan, S. (2016). STEM Education Program for Science Teachers: Perceptions and Competencies. Journal of Turkish Science Education, 13, 103-117.
  • Brennaman, K., Lange, A. & Nayfeld, I. (2019). Integrating STEM into preschool education; designing a professional development model in diverse settings. Early Childhood Education Journal, 47, 15-28. DOI: https://doi.org/10.1007/s10643-018-0912-z
  • Büyüköztürk, Ş. (2013). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Publishing.
  • Bybee, R. W. (2013). The case for STEM Education: Challenges and opportunities. National Science Teachers Association, Arlington, Virginia: NSTA Press.
  • Campbell, C., Speldewinde, C., Howitt, C. & MacDonald, A. (2018). STEM practice in the early years. Creative Education, 9(1), 11–25. DOI:10.4236/ce.2018.91002
  • Chen, Y.L, Huang, L.F. & Wu, P.C. (2020). Preservice preschool teachers’ self‑efficacy in and need for STEM education professional development: STEM pedagogical belief as a mediator. Early Childhood Education Journal. Published online: https://doi.org/10.1007/s10643-020-01055-3
  • Copley, J. & Padrón, Y. (1999). Preparing teachers of young learners: Professional development of early childhood teachers in mathematics and science. In Dialogue on early childhood science, mathematics, and technology education. Washington, DC: Project 2061, American Association for Advancement of Science.
  • Çorlu, M. S., Capraro, R. M. & Capraro, M. M. (2014). Introducing STEM education: Implications for educating our teachers for the age of innovation. Egitim ve Bilim [Education and Science], 39(171).
  • Creswell, J. W. & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. USA: Sage publications.
  • Çavaş, P., Yar, A., Bula Turuplu, S. & Gürcan, V. (2019). Türkiye’de STEM eğitimi üzerine yapılan araştırmaların durumu üzerine bir çalışma. YYU Journal of Education Faculty, 17(1), 823-854. DOI: 10.33711/yyuefd.751853
  • Dejonckheere, P.J.N., Wit, N.D., Keere, K.V. & Vervaet, S. (2016). Exploring the classroom: Teaching science in early childhood. International Electronic Journal of Elementary Education, 8(4), 537-558.
  • Doğan, E. & Saraçoğlu, S. (2019).Views of Science Teachers on STEM-based Science Education. HAYEF: Journal of Education, 16(2); 182-220. DOI: 10.5152/hayef.2019.19016
  • Eroğlu, S. & Bektaş, O. (2016). STEM eğitimi almış fen bilimleri öğretmenlerinin stem temelli ders etkinlikleri hakkındaki görüşleri. Eğitimde Nitel Araştırmalar Dergisi - Journal of Qualitative Research in Education, 4(3), 43-67. [Online] www.enadonline.com DOI: 10.14689/issn.2148-2624.1.4c3s3m
  • Esen, S., Gümüşer, B., Ayverdi, L. & Avcu, Y. E. (2019). Öğretmen, idareci, veli ve özel yetenekli öğrenci gözünden FeTeMM. Bilim, Teknoloji, Mühendislik, Matematik ve Sanat (J-STEAM) Eğitim Dergisi [Journal of STEAM Education], 2(2), 1-27.
  • Gardner K., Glassmeyer, D.M. & Worthy, R. (2019). Impacts of STEM Professional Development on Teachers’ Knowledge, Self-Efficacy, and Practice. Frontiers in Education. 4 (26), 1-10. DOI: 10.3389/feduc.2019.00026
  • Greenfield, D., Jirout, J., Dominguez, X., Greenberg, A., Maier, M. & Fuccillo, J. (2009). Science in the preschool classroom: A programmatic research agenda to improve science readiness. Early Education & Development, 20, 238–264.
  • Günşen, G., Uyanık, G. & Akman, B. (2019). Okul Öncesi Öğretmenlerinin STEM Semantik Algılarının ve STEM Yaklaşımına Yönelik Düşüncelerinin Belirlenmesi. Kastamonu Education Journal, 27(4), 2173-2186. doi:10.24106/kefdergi.3387
  • Havice, Havice, Waugaman & Walker, (2018). Evaluating the Effectiveness of Integrative STEM Education: Teacher and Administrator Professional Development. Journal of Technology Education, 29(2), 73-90.
  • Kalemkuş, J. (2019). STEM Tendency in Experimental Researches. Journal of Ziya Gökalp Faculty of Education, 36, 78-90.
  • Kermani, H. & Aldemir, J. (2015). Preparing children for success: integrating science, math, and technology in early childhood classroom, Early Child Development and Care, 185(9), 1504-1527. DOI: 10.1080/03004430.2015.1007371
  • MacDonald, A. & Rafferty, J. (2016). Investigating mathematics, science and technology in early childhood. Australia: Oxford University Press.
  • MacDonald, A., Huser, C., Sikder, S. & Danaia, L. (2019). Effective early childhood STEM education: Findings from the Little Scientists evaluation. Early Childhood Education Journal, 48, 353–363. https://doi.org/10.1007/s10643-019-01004-9
  • Master, A., Cheryan, S. & Meltzoff, A.N. (2017). Social group membership increases STEM engagement among preschoolers, Developmental Psychology, 53(2), 201-209. DOI: 10.1037/dev0000195
  • Ministry of National Education [MoNE]. (2018). STEM Approaches in a global context, Ankara: MEB Publishing. Moomaw, S. (2013). Teaching STEM in the early years. USA: Redleaf Press.
  • Nadelson, L.S., Seifert, A., Moll, A.J. & Coats, B. (2012). i-STEM Summer Institute: An integrated approach to teacher professional. Journal of STEM Education, 13(2), 69-83.
  • Ndijuye & Tandika (2020). STEM starts early: Views and beliefs of early childhood education stakeholders in Tanzania. Journal of Childhood, Education & Society 1 (1), 29-42. DOI: 10.37291/2717638X.20201128
  • Ong, E.T., Ayob, A., İbrahim, N., Adnan, M., Shariff, J. & Mohd Ishk, N. (2016). Integrating stem into early childhood education: Is it feasible? The Eurasia Proceedings of Educational & Social Sciences (EPESS), 4, 336-341.
  • Özbilen, A.G. (2018). Teacher opinions and awareness about stem education. Scientific Educational Studies, 2(1), 1-21.
  • Polat, Ö. & Bardak, M. (2019). STEM Approach in Early Childhood in Turkey. International Journal of Social Science Research, 8(2), 18-41.
  • Ring, E.A., Dare, E.A., Crotty, E.A. & Roehrig, G. H. (2017). The Evolution of Teacher Conceptions of STEM Education Throughout an Intensive Professional Development Experience. Journal of Science Teacher Education, 28(5), 444-467, DOI: 10.1080/1046560X.2017.1356671
  • Siew, N. M., Amir, N. & Chong, C. L. (2015). The perceptions of pre-service and in-service teachers regarding a project-based STEM approach to teaching science. SpringerPlus, 4(8), 1-20
  • Sutton, J. & Austin, Z. (2015). Qualitative research: Data collection, analysis, and management, The Canadian Journal of Hospital Pharmacy, 68(3), 226-231.
  • Toma, R. B. & Greca, I. M. (2018). The effect of integrative STEM instruction on elementary students’ attitudes toward science. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1383-1395.
  • Uğraş, M. & Genç, Z. (2018). Investigating Preschool Teacher Candidates' STEM Teaching Intention and the views about STEM Education. Bartın University Journal of Faculty of Education, 7(2), 724-744. DOI: 10.14686/buefad.408150
  • Yıldırım, B. (2018). Research on teacher opinions on STEM practices. Journal of Education, Theory and Practical Research, 4(1), 42–53.
  • Yıldırım, B. (2020). Preschool STEM Activities: Preschool Teachers’ Preparation and Views. Early Childhood Education Journal (Published Online) DOI: 10.1007/s10643-020-01056-2
  • Wang, H., Moore, T. J., Roehrig, G. H. & Park, M. S. (2011). STEM Integration: Teacher Perceptions and Practice. Journal of Pre-College Engineering Education Research (J-PEER), 1(2), https://doi.org/10.5703/1288284314636

Details

Primary Language English
Subjects Social
Journal Section Makaleler
Authors

Seçil YÜCELYİĞİT (Primary Author)
TED UNIVERSITY
0000-0002-6886-5997
Türkiye

Publication Date July 26, 2021
Application Date September 9, 2020
Acceptance Date August 31, 2021
Published in Issue Year 2021, Volume , Issue 20

Cite

Bibtex @research article { jef792028, journal = {Journal of Education and Future}, issn = {2146-8249}, address = {}, publisher = {Aydın Yayıncılık}, year = {2021}, number = {20}, pages = {37 - 48}, doi = {10.30786/jef.792028}, title = {Effects of Workshops on the Early Childhood Educators' Perceptions of STEM Practices}, key = {cite}, author = {Yücelyiğit, Seçil} }
APA Yücelyiğit, S. (2021). Effects of Workshops on the Early Childhood Educators' Perceptions of STEM Practices . Journal of Education and Future , (20) , 37-48 . DOI: 10.30786/jef.792028
MLA Yücelyiğit, S. "Effects of Workshops on the Early Childhood Educators' Perceptions of STEM Practices" . Journal of Education and Future (2021 ): 37-48 <https://dergipark.org.tr/en/pub/jef/issue/65267/792028>
Chicago Yücelyiğit, S. "Effects of Workshops on the Early Childhood Educators' Perceptions of STEM Practices". Journal of Education and Future (2021 ): 37-48
RIS TY - JOUR T1 - Effects of Workshops on the Early Childhood Educators' Perceptions of STEM Practices AU - Seçil Yücelyiğit Y1 - 2021 PY - 2021 N1 - doi: 10.30786/jef.792028 DO - 10.30786/jef.792028 T2 - Journal of Education and Future JF - Journal JO - JOR SP - 37 EP - 48 VL - IS - 20 SN - 2146-8249- M3 - doi: 10.30786/jef.792028 UR - https://doi.org/10.30786/jef.792028 Y2 - 2021 ER -
EndNote %0 Journal of Education and Future Effects of Workshops on the Early Childhood Educators' Perceptions of STEM Practices %A Seçil Yücelyiğit %T Effects of Workshops on the Early Childhood Educators' Perceptions of STEM Practices %D 2021 %J Journal of Education and Future %P 2146-8249- %V %N 20 %R doi: 10.30786/jef.792028 %U 10.30786/jef.792028
ISNAD Yücelyiğit, Seçil . "Effects of Workshops on the Early Childhood Educators' Perceptions of STEM Practices". Journal of Education and Future / 20 (July 2021): 37-48 . https://doi.org/10.30786/jef.792028
AMA Yücelyiğit S. Effects of Workshops on the Early Childhood Educators' Perceptions of STEM Practices. JEF. 2021; (20): 37-48.
Vancouver Yücelyiğit S. Effects of Workshops on the Early Childhood Educators' Perceptions of STEM Practices. Journal of Education and Future. 2021; (20): 37-48.
IEEE S. Yücelyiğit , "Effects of Workshops on the Early Childhood Educators' Perceptions of STEM Practices", Journal of Education and Future, no. 20, pp. 37-48, Jul. 2021, doi:10.30786/jef.792028
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