Early Childhood Educators and STEM Education

Larkin, Kevin; Lowrie, Thomas

doi:10.1007/978-981-19-2810-9_5

Cited by 1 publication

(1 citation statement)

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“…Another review on preK-12 teachers' perceptions of STEM integration and education (Margot & Kettler, 2019), between 2000 and 2016, indicates that teachers value STEM education, but they also report obstacles such as pedagogical and curriculum challenges, concerns about students, and lack of teacher support. Research highlighted the importance of teacher confidence in the delivery of STEM in early years' settings (Larkin & Lowrie, 2022); while ECE teachers' beliefs towards STEM are relatively positive, selfefficacy and confidence are rather low (Campbell et al, 2018). MacDonald et al (2021) reveals Australian ECE teachers' beliefs and confidence regarding STEM education.…”

Section: Teachers' Views and Confidence Regarding Stem Rducationmentioning

confidence: 99%

STEM education in early primary years: Teachers’ views and confidence

Νικολοπούλου

Tsimperidis

2023

Journal of Digital Educational Technology

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Pre-school and first years of primary school provide the basis for future learning in STEM, and teachers’ views-confidence are important for effective classroom practices. This study investigated teachers’ views and confidence in implementing STEM education in early primary years. The participants were 140 Greek teachers who completed an online 35-item questionnaire. Teachers expressed positive-strong perceptions and confidence in implementing STEM education in early primary years. Over 80% of the sample expressed agreement in that they feel comfortable-confident when they facilitate inquiry-based learning activities within mathematics or science topics. The practical obstacles of resources-material and time to explore STEM topics and implement learning activities were reported. The findings have implications for educational policy and practice.

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