Preservice early childhood teachers’ science conceptual changes with STEM-based science activities

Abstract

Developing positive attitudes towards science and scientific process skills at an early age enables children to become more successful in the fields of science. However, in order to provide this education in early years, it is necessary to use scientific concepts correctly and appropriately by teachers and parents. This study investigated the effects of STEM-based science education practices on the science conceptual changes of preservice teachers. One-phase experimental embedded pattern design, one of the mixed-method research, was used in the study. The study group consisted of 20 (16 women, 4 men) preservice teachers (PST) who were enrolled in an undergraduate course titled Science Activities for Preschoolers. In addition, data were collected from the Science Concepts Form, STEM-based science activities plans, and application videos. The study results showed that STEM-based science activities positively impacted the science-related conceptual changes of preservice teachers. Especially, preservice teachers’ conceptual changes were increased in stone and soil, living and non-living thnigs, and force, motion and balances concepts. Furthermore, it has been determined that this program supported teachers in correcting misconceptions in different science subjects (ex. Earth and space science, life science, physical science) and using concepts correctly. The study results suggested that STEM-based science education practicess are important for teacher’s science understanding and using in classroom.

Keywords

• Early childhood education
• preservice teachers
• science content knowledge
• science education
• STEM education

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