Impact of STEM Education on Preschool Children's Scientific Process Skills

Year 2024, Volume: 11 Issue: 4, 491 - 509

Şule Kavak , Ebru Deretarla Gül

https://doi.org/10.30900/kafkasegt.1489648

Abstract

This study was conducted to reveal the effect on scientific process skills of STEM activities. The study group consisted of 57 children, one experimental group, and two control groups. In this study, a semi-experimental research method was used. In the data collection process, three data tools were used to collect data. Two of them were developed by the researcher "Demographic Information Form," which contained personal information about children and their parents, and the "Scientific Process Skills Test" to evaluate the basic scientific process skills of 60-72-month-old children. developed by Goodenough in 1926, the "Good Enough Harris Test" was used to determine the homogeneous distribution of the research groups. In the analysis of the experimental process of this study, a 3x3 mixed design ANOVA method was used. To show the significant difference between the groups, parametric and nonparametric tests were used depending on whether they showed normal distribution or not. The study findings showed that the scientific process skills of the children who participated in the experimental group differed significantly from those of the children in the control groups. The findings obtained in this study suggest that STEM activities improve the basic scientific process skills of 60-72-month-old children.

Keywords

early STEM, children, 21st century, thinking skills, science

Ethical Statement

Necessary permissions for implementation were obtained from the Gaziantep National Education Directorate before the groups were formed (reg. No. 34659092-605.01-E 14023941).

Supporting Institution

Çukurova University

Project Number

SDK-2018-10900

References

• 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
• Aydoğdu, B., & Ergin, Ö. (2008). The effects of open-ended and inquiry-based laboratory techniques on students’ science process skills. Ege Eğitim Dergisi, 9(2), 15–36.
• Baroody, A. J., Lai, M. L., & Mix, K. S. (2014). The development of young children’s early number and operation sense and its implications for early childhood education. In Handbook of research on the education of young children (pp. 205-240). Routledge.
• Bybee, R. W., & Fuchs, B. (2006). Preparing the 21st century workforce: a new reform in science and technology education. Journal Of Research in Science Teaching, 43(4), 349-352. doi:10.1002/tea.20147
• Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. NSTA press. Bumbacher, E., Salehi, S., Wieman, C., & Blikstein, P. (2018). Tools for science inquiry learning: Tool affordances, experimentation strategies, and conceptual understanding. Journal of Science Education and Technology, 27, 215-235. doi:10.1007/s10956-017-9719-8
• Clements, D. H. (2013). Math in the early years 2013. The Progress of Education Reform, 14(5).
• Clements, D. H., & Sarama, J. (2020). Learning and teaching early math: The learning trajectories approach. Routledge.
• Çavaş, P., Ayar, A., Bula Turuplu, S. & Gürcan, G. (2020). A study on the status of STEM education research in Turkey. YYU Journal of Education Faculty, 17(1), 823-854. doi:10.33711/yyuefd.751853
• Çiftçi, M. (2018). The effect of developed STEM activities on secondary school students' scientific creativity levels, their understanding of STEM disciplines, and their awareness of stem professions. [Unpublished master's thesis]. Recep Tayyip Erdoğan University, Institute of Science and Technology.
• Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140. doi:10.1080/10888691.2018.1537791
• Dejonckheere, P. J. N., De Wit, N., Van De Keere, K., & Vervaet, S. (2016). Exploring the classroom: Teaching science in early childhood. International Electronic Journal Of Elementary Education, 8(4), 537–558. doi:10.12973/eu-jer.5.3.149
• DeJarnette, N. K. (2018). Early childhood STEAM: Reflections from a year of STEAM initiatives implemented in a high-needs primary school. Education, 139(2), 96-112.
• Duncan, G. J., & Murnane, R. J. (2016). Rising Inequality in Family Incomes and Children’s Educational Outcomes. The Russell Sage Foundation Journal of the Social Sciences, 2, 142-158. doi:10.7758/RSF.2016.2.2.06
• Duran, M., & Ünal, E. (2016). Effects of hands-on/minds-on activities on students' attitudes toward science and conceptual learning about gases. Journal of Science Education and Technology, 25(3), 456-471.
• Eshach, H., & Fried, M. N. (2005). "Should Science be Taught in Early Childhood?" Journal of Science Education and Technology, 14(3), 315-336. doi:10.1007/s10956-005-7198-9
• Ezell, M. P. (1975). Comparisons of Draw-A-Child Test Among Preschool Children. [Unpublished doctoral dissertation]. University of Utah State. doi:10.26076/47d0-df46
• French, L. (2004). Science as the center of a coherent, integrated early childhood curriculum. Early Childhood Research Quarterly, 19(1), 138-149. doi:10.1016/j.ecresq.2004.01.004
• Field, A. (2009). Discover Statistics Using Spss-Third Edition. Revista Mexicana De Biodiversidad (Vol. 82). doi:10.1234/12345678
• Heckman, J. J. (2011). "The Economics of Inequality: The Value of Early Childhood Education." American Educator, 35(1), 31-35.
• Gelman, R., & Brenneman, K. (2004). Science learning pathways for young children. Early Childhood Research Quarterly, 19(1), 150–158. doi:10.1016/j.ecresq.2004.01.009
• Gonzalez, M., & Freyer, C. (2014). A Collaborative Initiative: STEM and universally designed curriculum for at-risk preschoolers. National Teacher Education Journal, 7(3), 21–29.
• Gökbayrak, S., & Karişan, D. (2017). An investigation of the effects of STEM based activities on preservice science teacher’s science process skills. Western Anatolia Journal Of Educational Sciences, 8(2), 63–84.
• Guide, P. (2013). Boston Children’s Museum. Ανάκτηση.
• Hanauer, D. I. (2018). A Genre Analysis Of Student Microbiology Laboratory Notebooks. In M. J. Curry & D. I. Hanuer (Eds.), Language, Literacy, and Learning in STEM Education (David Ian , Vol. 53, Pp. 1689–1699).
• Honey, M., Pearson, G., & Schweingruber, H. A. (Eds.). (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research (Vol. 500). Washington, DC: National Academies Press.
• Jones, I., Lake, V. E., & Lin, M. (2008). Early childhood science process skills. In B. Spodek & O. Saracho (Eds.), Contemporary perspectives on science and technology in early childhood education (Pp. 17–40).
• Kağıtcıbaşı, C., & Biricik, D. (2011). Generational gains on the draw-a-person IQ scores: a three-decade comparison from Turkey. Intelligence, 39(5), 351–356. doi:10.1016/j.intell.2011.06.001
• Kale, S., & Yoldaş, C. (2021). Investigation of the effect of STEM applications on the acientific process skills of pre-school. Turkish Studies-Educational Sciences, 16(1). doi:10.47423/TurkishStudies.44882
• Kanematsu, H., & Barry, D. M. (2016). STEM and ıct education in intelligent environments. Springer.
• Karasar, N. (2007). Scientific research method: concepts, principles, techniques. Nobel.
• Kavak, T. (2019). The effect of STEM applications on 4th grade students' attitudes towards science and technology, scientific process and problem solving skills. [Unpublished master's thesis]. Fırat University.
• Kavak, Ş., & Gül, E. D. (2021). Scientific Process Skills Scale Development For Preschool Children. Journal of Ahi Evran University Kırşehir Education Faculty, 22(2), 1071-1099. doi:10.29299/kefad.807517
• Kefi, S. (2013). Preschool Teachers ’ Levels Of Using The Basıc Science process Skills. Journal of Education and Training Research, (34), 300–319.
• Kershaw, P., Anderson, L., Warburton, W., & Hertzman, C. (2009). 15 by 15: A comprehensive policy framework for early human capital investment in BC. Early Learning and Child Care: Building a Comprehensive Policy Framework for Canada, 17-43.
• Kunt, B., Özel, E., & Kunt, H. (2015). Determination of science process skills of 60-72 months old preschool students. Eurasian Academy of Sciences Eurasian Education & Literature Journal, 3(3), 41-55.
• Loxton, H., Mostert, J., & Moffatt, D. (2006). Screening of intellectual maturity: Exploring South African preschoolers' scores on the Goodenough-Harris Drawing Test and teachers' assessment. Perceptual and motor skills, 103(2), 515-525. doi:10.2466/pms.103.2.515-525
• Maltese, A. V., & Tai, R. H. (2010). Eyeballs in the fridge: Sources of early interest in science. International Journal of Science Education, 32(5), 669-685. doi:10.1080/09500690902792385
• Maral, Ş., Oğuz-Ünver, A., & Yürümezoğlu, K. (2012). An activity-based study on providing basic knowledge and skills of measurement in teaching. Educational Sciences: Theory & Practice, 12(1), 541-563.
• McClure, E. R., Guernsey, L., Clements, D. H., Bales, S. N., Nichols, J., Kendall-Taylor, N., & Levine, M. H. (2017). STEM starts early: Grounding science, technology, engineering, and math education in early childhood. Joan Ganz Cooney center at sesame workshop.
• Mercan, Z. & Kandır, A. (2019). The effect of the early STEAM future preparation program on children's visual spatial reasoning skills. [Doctoral dissertation], Gazi University Institute of Education Sciences.
• Milford, T., & Tippett, C. (2015). The design and validation of an early childhood STEM classroom observational protocol. International Research in Early Childhood Education, 6(1), 24.
• Millar, R. (1994). What is “scientific method”and can it be taught. Teaching Science, 164–177.
• Moomaw, S., & Davis, J. L. (2010). STEM comes to preschool. Young Children, 65(4), 12-17.
• Morgan, P. L., Farkas, G., Hillemeier, M. M., & Maczuga, S. (2016). Science achievement gaps begin very early, persist, and are largely explained by modifiable factors. Educational Researcher, 45(1), 18-35. doi:10.3102/0013189X16633182
• National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
• Ormanci, Ü., & Çepni, S. (2019). Thematic analysis of conducted studies regarding preschool science education in Turkey. Journal of Turkish Science Education, 16(3), 415-439. doi:10.36681/ Ostlund, K. L. (1992). Scientific process Skills: Assessing Hands-On Student Performance. ISBN-201-29092-8.
• Özdemir, M. (2004). The effect of laboratory method based on scientific process skills in science education on academic achievement, attitude and permanence. [Unpublished Master’s Thesis]. Zonguldak Karaelmas University.
• Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. J. Res. Sci. Teach., 2: 176-186.
• Piasta, S. B., & Wagner, R. K. (2010). Developing early literacy skills: A meta-analysis of alphabet learning and instruction. Reading Research Quarterly, 45(1), 8-38. doi:10.1598/RRQ.45.1.2
• Scott, L. H. (1981). Measuring intelligence with the Goodenough-Harris Drawing Test. Psychological Bulletin, 89(3), 483. doi:10.1037/0033-2909.89.3.483
• Shonkoff, J. P., & Marshall, P. C. (2000). From neurons to neighborhoods: The science of early childhood development. National Academies Press.
• Strong, M. G. (2013). Developing elementary math and science process skills through engineering design ınstruction. Hofstra University.
• Şamlı, H. Ö., & Kurtulmuş, Z. (2023). Examination of postgraduate theses on STEM education in preschool education in Turkey. Journal of STEM Teacher Institutes, 3(1), 40-55.
• Tan, M., & Temiz, B. K. (2003). The importance and role of the science process skills in science teaching. Pamukkale University Journal of Education, 13(1), 89–101.
• Tatar, N. (2006). The effect of research-based learning approach in primary science education on science process skills, academic achievement and attitude. [Doctoral dissertation]. Gazi University Institute of Educational Sciences, Ankara.
• Thomas, G. V., & Silk, A. M. (1990). An introduction to the psychology of children's drawings. New York University Press.
• Tippett, C. D., & Milford, T. M. (2017). Findings from a pre-kindergarten classroom: Making the case for STEM in early childhood education. International Journal of Science and Mathematics Education, 15, 67-86. doi:10.1007/s10763-017-9812-8
• Turan, S. G. (2012). Development of a Science process Skills Assessment Tool for Preschool Children. [Unpublished master's dissertation]. Gazi University Institute of Educational Sciences.
• Trundle, K. C., Atwood, R. K., & Christopher, J. E. (2002). Preservice elementary teachers' conceptions of moon phases before and after instruction. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 39(7), 633-658. doi:10.1002/tea.10039
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (Vol. 86). Harvard University Press.
• Zorlu, F., & Zorlu, Y. (2017). Comparison of science process skills with STEM career interests of middle school students. Universal Journal of Educational Research, 5(12), 2117–2124.