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A meta-analysis on STEM studies in early childhood education

Year 2021, Volume: 10 Issue: 1, 23 - 36, 31.01.2021
https://doi.org/10.19128/turje.783724

Abstract

The increasing number of studies on the STEM approach necessitates a holistic and comparative evaluation of the results. This study aims to investigate and evaluate the cumulative results of the experimental studies used STEM approach for preschool children. In this study, the meta-analysis method was used. Despite a great number of studies about STEM education, only a limited number of studies were accessed by the keywords “preschool”, “early childhood” and “experimental study”. The effect size obtained (0.556) is at a level that can be considered as moderate according to the classification used in meta-analysis studies. STEM studies aimed at preschool children have positive effects on children's learning and development. However, more experimental studies on STEM in the preschool field are needed. It can be suggested that preschool teachers can be encouraged to design and implement STEM practices in their class. For further research, the results of the meta-analysis can be supported by content analysis, and a similar study can be conducted for the other grade levels.

References

  • Abanoz, T. (2020). Stem yaklaşımına uygun fen etkinliklerinin okul öncesi dönem çocuklarının bilimsel süreç becerilerine etkisinin incelenmesi [The examination of the impact of science education activities based on stem approach on preschool term children’s science process skills]. (Unpublished doctoral dissertation). Gazi University, Ankara.
  • Abramson, J.H. (1994). Making sense of data. New York: Oxford University Press.
  • Açıkel, C. (2009). Meta analiz ve kanıta dayalı tıptaki yeri [Meta-analysis and its place in evidence-based medicine]. Klinik Psikofarmoloji Bülteni, 19(2), 164-172.
  • Akçil Temel, M., & Karaağaoğlu, E. (2001). Tıpta meta-analizi [Meta-analysis in medicine]. Hacettepe Medical Journal, 32(2), 184-190.
  • Akgündüz, D., Aydeniz, M., Çakmakçı, G., Çavaş, B., Çorlu, M., Öner, T., & Özdemir, S. (2015). STEM eğitimi Türkiye raporu: Günümüz modası mı yoksa gereksinim mi? [Turkey STEM education report: Is it need or contemporary fashion?] İstanbul Aydın University STEM Center, İstanbul.
  • 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
  • Aral, N., Baran, G., Bulut, Ş., & Çimen, S. (2000). Çocuk gelişimi I [Child Development I]. İstanbul: Ya-Pa Yayıncılık.
  • Aşık, G., Doğança Küçük, Z., Helvacı, B., & Çorlu, 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
  • Aydın-Günbatar, S.A., & Tabar, V. (2019). Türkiye’de gerçekleştirilen STEM araştırmalarının içerik analizi [Content analysis of the STEM research in Turkey]. YYÜ Eğitim Fakültesi Dergisi, 16(1), 1054-1083. DOI: 10.23891/efdyyu.2019.153
  • Başaran, M. (2018). Okul öncesi eğitimde STEM yaklaşımının uygulanabilirliği (eylem araştırması) [The applicability of STEM approach in preschool education (action research)] (Unpublished doctoral dissertation). Gaziantep University, Gaziantep.
  • Başol, G., & Johanson, G. (2009). Effectiveness of frequent testing over achievement: A meta-analysis study. International Journal of Human Sciences, 6(2), 99-121.
  • Belland, B.R., Walker, A.E., Kim, N.J., & Lefler, M. (2017). Synthesizing results from empirical research on computer-based scaffolding in STEM Education: A Meta-analysis. Review of Educational Research, 87(2), 309-344. DOI: 10.3102/0034654316670999
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta- analysis. West Sussex-UK: John Wiley & Sons Ltd.
  • Cohen, J. (1988). Statistical Power analysis for the behavioral sciences. Hillsdale, NJ: Lawrance Earlbaum Associates.
  • Çarkungöz, E., & Ediz, B. (2009). Meta analizi (Meta-analysis]. Uludag University Journal of Faculty Veterinary Medicine, 28(1), 33-37.
  • Çorlu, S. (2016). Bütünleşik öğretmenlik projesi [STEM: Integrated teaching project], FeTeMM Öğretmen Bülteni [STEM Teacher Bulletin], 1(1), 1-15.
  • 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.
  • Dinçer, S. (2014). Eğitim bilimlerinde uygulamalı meta-analiz [Applied meta-analysis in educational sciences]. Ankara: Pegem Akademi Yayıncılık.
  • Gropen, J., Clark-Chiarelli, N., Hoisington, C., & Ehrlich, S. B. (2011). The importance of executive function in early science education. Child Development Perspectives, 5(4), 298–304. DOI: 10.1111/j.1750-8606.2011.00201.x
  • Higgins JPT, Thomas J, Chandler J, Cumpston M, Li T, Page MJ, Welch VA (editors). Cochrane Handbook for Systematic Reviews of Interventions. 2nd Edition. Chichester (UK): John Wiley & Sons, 2019.
  • Hunter, J. E., & Schmidt, F. L. (1990). Methods of meta-analysis: Correcting error and bias in research findings. Thousand Oaks, CA, US: Sage Publications, Inc.
  • Kanadlı, S. (2019). A meta-summary of qualitative findings about STEM education. International Journal of Instruction, 12(1), 959-976. DOI:10.29333/iji.2019.12162a
  • Katz, L. G. (2010). STEM in early years. Paper presented at the SEED (STEM in Early Education and Development) Conference, University of Northern Iowa, Cedar Falls, Iowa, USA. Retrieved from http://ecrp.uiuc.edu/beyond/seed/katz.htm
  • 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
  • Kınay, E. (2012). Üniversite sınavı yordama geçerliği çalışmalarının meta-analizi [A meta-analysis on the predictive validity studies of university entrance examinations]. (Unpublished master’s thesis). Ankara University, Ankara.
  • 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
  • Moomaw, S. (2013). Teaching STEM in the early years. USA: Redleaf Press
  • Saraç, H. (2018). The effect of science, technology, engineering and mathematics-STEM educational practices on students’ learning outcomes: A meta-analysis study. The Turkish Online Journal of Educational Technology, 17(2), 125-142.
  • Shelby, L.B., & Vaske, J.J. (2008). Understanding meta-analysis: A review of the methodological literature. Leisure Sciences, 30, 96-110. DOI: 10.1080/01490400701881366
  • Sullivan, A., & Bers, M.U. (2017). Dancing robots: integrating art, music, and robotics in Singapore’s early childhood centers. International Journal of Technology and Design Education, 28(1). DOI: 10.1007/s10798-017-9397-0
  • Sung, W., Ahn, J. & Black J.B. (2017). Introducing computational thinking to young learners: Practicing computational perspectives through embodiment in mathematics education. Technology, Knowledge and Learning, 22, 443-463. DOI: 10.1007/s10758-017-9328-x
  • Thalheimer, W., & Cook, S. (2002). How to calculate effect sizes from published research articles: A simplified methodology. https://www.bwgriffin.com/gsu/courses/edur9131/content/Effect_Sizes_pdf5.pdf
  • Tuğrul, B. (2002). Erken çocukluk döneminde öğrenmeyi ve öğretimi kolaylaştıran özellikler [Aspects that contribute to teaching and learning in the early childhood years]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 22,142-147.
  • Üstün, U. & Eryılmaz, A. (2014). A Research Methodology to Conduct Effective Research Syntheses: Meta-Analysis. Education and Science, 39(174), 1-32. DOI: 10.15390/EB.2014.3379
  • Valentine, J., Pigott, T., & Rothstein, H. (2010). How Many Studies Do You Need? A Primer on Statistical Power for Meta-Analysis. Journal of Educational and Behavioral Statistics, 35, 215-247. DOI: 10.3102/1076998609346961
  • Wolf, F.M. (1988). Meta-Analysis Quantitative Methods for Research Synthesis. California: Sage Publications.

Erken çocukluk eğitimi STEM çalışmaları üzerine bir meta-analiz araştırması

Year 2021, Volume: 10 Issue: 1, 23 - 36, 31.01.2021
https://doi.org/10.19128/turje.783724

Abstract

STEM yaklaşımı ile ilgili artan sayıda çalışma, sonuçların bütüncül ve karşılaştırmalı olarak değerlendirilmesini gerektirmektedir. Bu çalışma, okul öncesi dönemde STEM yaklaşımının kullanıldığı deneysel çalışmaların kümülatif sonuçlarını araştırmayı ve değerlendirmeyi amaçlamaktadır. Çalışmada meta-analiz yöntemi kullanılmıştır. STEM eğitimi ile ilgili çok sayıda çalışmaya rağmen, “okul öncesi”, “erken çocukluk” ve “deneysel çalışma” anahtar sözcükleriyle sınırlı sayıda çalışmaya erişilmiştir. Elde edilen etki büyüklüğü (0,556), meta-analiz çalışmalarında kullanılan sınıflandırmaya göre orta dereceli kabul edilebilecek düzeydedir. Sonuçlar STEM çalışmalarının çocukların öğrenmesi ve gelişimi üzerinde olumlu etkileri bulunduğunu, bununla birlikte, okul öncesi alanında STEM ile ilgili daha fazla deneysel çalışmaya ihtiyaç olduğunu göstermektedir. Okul öncesi öğretmenlerinin sınıflarında STEM uygulamaları tasarlamaları ve uygulamaları için teşvik edilebileceği önerilebilir. Daha fazla araştırma için, meta-analizin sonuçları içerik analizi ile desteklenebilir ve diğer sınıf seviyeleri için benzer bir çalışma yapılabilir.

References

  • Abanoz, T. (2020). Stem yaklaşımına uygun fen etkinliklerinin okul öncesi dönem çocuklarının bilimsel süreç becerilerine etkisinin incelenmesi [The examination of the impact of science education activities based on stem approach on preschool term children’s science process skills]. (Unpublished doctoral dissertation). Gazi University, Ankara.
  • Abramson, J.H. (1994). Making sense of data. New York: Oxford University Press.
  • Açıkel, C. (2009). Meta analiz ve kanıta dayalı tıptaki yeri [Meta-analysis and its place in evidence-based medicine]. Klinik Psikofarmoloji Bülteni, 19(2), 164-172.
  • Akçil Temel, M., & Karaağaoğlu, E. (2001). Tıpta meta-analizi [Meta-analysis in medicine]. Hacettepe Medical Journal, 32(2), 184-190.
  • Akgündüz, D., Aydeniz, M., Çakmakçı, G., Çavaş, B., Çorlu, M., Öner, T., & Özdemir, S. (2015). STEM eğitimi Türkiye raporu: Günümüz modası mı yoksa gereksinim mi? [Turkey STEM education report: Is it need or contemporary fashion?] İstanbul Aydın University STEM Center, İstanbul.
  • 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
  • Aral, N., Baran, G., Bulut, Ş., & Çimen, S. (2000). Çocuk gelişimi I [Child Development I]. İstanbul: Ya-Pa Yayıncılık.
  • Aşık, G., Doğança Küçük, Z., Helvacı, B., & Çorlu, 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
  • Aydın-Günbatar, S.A., & Tabar, V. (2019). Türkiye’de gerçekleştirilen STEM araştırmalarının içerik analizi [Content analysis of the STEM research in Turkey]. YYÜ Eğitim Fakültesi Dergisi, 16(1), 1054-1083. DOI: 10.23891/efdyyu.2019.153
  • Başaran, M. (2018). Okul öncesi eğitimde STEM yaklaşımının uygulanabilirliği (eylem araştırması) [The applicability of STEM approach in preschool education (action research)] (Unpublished doctoral dissertation). Gaziantep University, Gaziantep.
  • Başol, G., & Johanson, G. (2009). Effectiveness of frequent testing over achievement: A meta-analysis study. International Journal of Human Sciences, 6(2), 99-121.
  • Belland, B.R., Walker, A.E., Kim, N.J., & Lefler, M. (2017). Synthesizing results from empirical research on computer-based scaffolding in STEM Education: A Meta-analysis. Review of Educational Research, 87(2), 309-344. DOI: 10.3102/0034654316670999
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta- analysis. West Sussex-UK: John Wiley & Sons Ltd.
  • Cohen, J. (1988). Statistical Power analysis for the behavioral sciences. Hillsdale, NJ: Lawrance Earlbaum Associates.
  • Çarkungöz, E., & Ediz, B. (2009). Meta analizi (Meta-analysis]. Uludag University Journal of Faculty Veterinary Medicine, 28(1), 33-37.
  • Çorlu, S. (2016). Bütünleşik öğretmenlik projesi [STEM: Integrated teaching project], FeTeMM Öğretmen Bülteni [STEM Teacher Bulletin], 1(1), 1-15.
  • 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.
  • Dinçer, S. (2014). Eğitim bilimlerinde uygulamalı meta-analiz [Applied meta-analysis in educational sciences]. Ankara: Pegem Akademi Yayıncılık.
  • Gropen, J., Clark-Chiarelli, N., Hoisington, C., & Ehrlich, S. B. (2011). The importance of executive function in early science education. Child Development Perspectives, 5(4), 298–304. DOI: 10.1111/j.1750-8606.2011.00201.x
  • Higgins JPT, Thomas J, Chandler J, Cumpston M, Li T, Page MJ, Welch VA (editors). Cochrane Handbook for Systematic Reviews of Interventions. 2nd Edition. Chichester (UK): John Wiley & Sons, 2019.
  • Hunter, J. E., & Schmidt, F. L. (1990). Methods of meta-analysis: Correcting error and bias in research findings. Thousand Oaks, CA, US: Sage Publications, Inc.
  • Kanadlı, S. (2019). A meta-summary of qualitative findings about STEM education. International Journal of Instruction, 12(1), 959-976. DOI:10.29333/iji.2019.12162a
  • Katz, L. G. (2010). STEM in early years. Paper presented at the SEED (STEM in Early Education and Development) Conference, University of Northern Iowa, Cedar Falls, Iowa, USA. Retrieved from http://ecrp.uiuc.edu/beyond/seed/katz.htm
  • 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
  • Kınay, E. (2012). Üniversite sınavı yordama geçerliği çalışmalarının meta-analizi [A meta-analysis on the predictive validity studies of university entrance examinations]. (Unpublished master’s thesis). Ankara University, Ankara.
  • 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
  • Moomaw, S. (2013). Teaching STEM in the early years. USA: Redleaf Press
  • Saraç, H. (2018). The effect of science, technology, engineering and mathematics-STEM educational practices on students’ learning outcomes: A meta-analysis study. The Turkish Online Journal of Educational Technology, 17(2), 125-142.
  • Shelby, L.B., & Vaske, J.J. (2008). Understanding meta-analysis: A review of the methodological literature. Leisure Sciences, 30, 96-110. DOI: 10.1080/01490400701881366
  • Sullivan, A., & Bers, M.U. (2017). Dancing robots: integrating art, music, and robotics in Singapore’s early childhood centers. International Journal of Technology and Design Education, 28(1). DOI: 10.1007/s10798-017-9397-0
  • Sung, W., Ahn, J. & Black J.B. (2017). Introducing computational thinking to young learners: Practicing computational perspectives through embodiment in mathematics education. Technology, Knowledge and Learning, 22, 443-463. DOI: 10.1007/s10758-017-9328-x
  • Thalheimer, W., & Cook, S. (2002). How to calculate effect sizes from published research articles: A simplified methodology. https://www.bwgriffin.com/gsu/courses/edur9131/content/Effect_Sizes_pdf5.pdf
  • Tuğrul, B. (2002). Erken çocukluk döneminde öğrenmeyi ve öğretimi kolaylaştıran özellikler [Aspects that contribute to teaching and learning in the early childhood years]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 22,142-147.
  • Üstün, U. & Eryılmaz, A. (2014). A Research Methodology to Conduct Effective Research Syntheses: Meta-Analysis. Education and Science, 39(174), 1-32. DOI: 10.15390/EB.2014.3379
  • Valentine, J., Pigott, T., & Rothstein, H. (2010). How Many Studies Do You Need? A Primer on Statistical Power for Meta-Analysis. Journal of Educational and Behavioral Statistics, 35, 215-247. DOI: 10.3102/1076998609346961
  • Wolf, F.M. (1988). Meta-Analysis Quantitative Methods for Research Synthesis. California: Sage Publications.
There are 37 citations in total.

Details

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

Seçil Yücelyiğit 0000-0002-6886-5997

Zerrin Toker 0000-0001-9660-0403

Publication Date January 31, 2021
Acceptance Date November 22, 2020
Published in Issue Year 2021 Volume: 10 Issue: 1

Cite

APA Yücelyiğit, S., & Toker, Z. (2021). A meta-analysis on STEM studies in early childhood education. Turkish Journal of Education, 10(1), 23-36. https://doi.org/10.19128/turje.783724

Turkish Journal of Education is licensed under CC BY-NC 4.0