Guest Editorial: How to Integrate STEM Into Early Childhood Education

McClure, Elisabeth; Guernsey, Lisa; Clements, Douglas H.; Bales, Susan Nall; Nichols, Jennifer; Kendall-Taylor, Nathaniel; Levine, Michael

doi:10.2505/4/sc17_055_02_8

Cited by 58 publications

(78 citation statements)

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“…A possible constraint at the high school level is that students commonly view information communication technologies (ICT) studies as computing subjects rather than studies through which they might learn how to access, design, create and communicate socially-minded information and ideas (McClure et al., 2017). Clear and consistent use of the terminology together with diverse examples of how digital technologies are used in myriad professions would arguably help students to make more informed decisions.…”

Section: Resultsmentioning

confidence: 99%

“…The need for such interventions at the high school level is derived largely from a common misperception, voiced even in early childhood, that only high-achieving or specially gifted students should pursue STEM study and careers (McClure et al., 2017). STEM careers need to be normalised as usual routes rather than special cases or outstanding stories (MacDonald, 2014), and there is consensus that the broad applications of STEM could be communicated from the early years of learning.…”

Section: Discussionmentioning

confidence: 99%

“…STEM careers need to be normalised as usual routes rather than special cases or outstanding stories (MacDonald, 2014), and there is consensus that the broad applications of STEM could be communicated from the early years of learning. McClure et al. (2017, p. 7) asserted that a primary focus of these efforts should be to convey “an accurate understanding of developmental science to the public, leading to support for meaningful policy change around early STEM learning”.…”

Section: Discussionmentioning

confidence: 99%

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Understanding the career decision making of university students enrolled in STEM disciplines

Bennett

Knight

Bawa

et al. 2021

Australian Journal of Career Development

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This study investigated why university students choose to major in Science, Technology, Engineering, Mathematics, and Medicine/health (STEM(M)) disciplines, and how their study and career-related confidence compares with that of their peers. The study engaged 12,576 students enrolled at Australian universities. The findings suggest that STEM(M) students’ career decision making is guided by their interest in the subject and their intentions to help people. Within the STEM(M) cohort, students in medicine and health were more confident in their career decision making than either their STEM or non-STEM(M) peers. Of interest, they were less aware of alternative career pathways and less prepared to reorient their careers should this be necessary. Female students reported greater confidence than male students in their career decision making, career identity, and career commitment. Implications include the need for career narratives beyond the STEM industries and for career development initiatives that are mindful of disciplinary and gendered differences.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Understanding the career decision making of university students enrolled in STEM disciplines

Bennett

Knight

Bawa

et al. 2021

Australian Journal of Career Development

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“…Over the years, scholarly literature has increasingly acknowledged the advantages of beginning science education in early childhood ( Eshach, 2003 ; National Science Teachers Association [NSTA], 2014 ; Early Childhood Stem Working Group, 2017 ; McClure et al, 2017 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Nascent Inquiry, Metacognitive, and Self-Regulation Capabilities Among Preschoolers During Scientific Exploration

2020

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There is common agreement that preschool-level science education affects children's curiosity, their positive approach toward science, and their desire to engage with the subject. Children's natural curiosity drives them to engage enthusiastically in all forms of exploration. Engaging in scientific exploration necessitates self-regulation capabilities and a wide repertoire of cognitive and metacognitive strategies. The purpose of this study was to examine to what extent preschoolers (aged 5-6 years) implement nascent inquiry skills, metacognitive awareness, and self-regulation capabilities during play-based scientific exploration tasks. An additional purpose was to investigate the relationships between these capabilities, a relationship not yet investigated in the context of play-based, scientific exploration among young children. The study consisted of 215 preschoolers, from 10 preschools. For this study, we developed two scientific exploration tasks-structured and open-ended. Our motivation was to examine whether preschoolers' capabilities will differ in the context of structured task which is aligned with the view that young children need guidance and explicit instructions compared to the context of open-ended, play-based task-allowing the children to apply and test their intuitive theories and skills. During performance participants were videotaped. Their verbal and non-verbal responses were analyzed by means of a coding scheme. The results of a micro-analysis of about 100 h of video showed that given the opportunity, even without setting explicit goals and instructions, children exhibit inquiry capabilities: they ask questions, plan, hypothesize, use tools, draw conclusions. Asking questions and planning were better manifested during the structured task. Children also manifested higher levels of attention, persistence, and autonomy during the structured task. However, significant higher scores of self-regulation indications were revealed in the context of the open-ended, play-based, exploration task. Moreover, results indicate significant correlations between the five measures of preschoolers' inquiry capabilities and measures of metacognitive strategic awareness and self-regulation. The results of the present study suggest the importance of combining various learning environments and experiences in early science education that encourage children to engage in structured exploration alongside play-based, open-ended, exploration.

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“…When the engineering challenge stems from a societal need, all content areas can be integrated into the problem-solving process. While the benefits of integrated instruction such as solidifying science concepts through engineering design and incorporating technology to make mathematical learning fun, McClure et al (2017) warn against attempting to teach everything in an integrated fashion without intentionality to ensure that integration maximizes student learning. An additional caution is that while teachers may exhibit positive attitudes about the value of content integration, the feasibility of implementing an integrated curriculum can be challenging (Berlin & White, 2012;Carrier, Tugurian, & Thomson, 2013).…”

Section: Instructional Integrationmentioning

confidence: 99%

Understanding the impact of a kit-based science resource on teachers' ability to engage students in science : an interpretative phenomenological analysis

Larsen

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The lack of time and attention dedicated to science at the elementary level is a problem that results in a missed opportunity to engage students in science at an early age, potentially perpetuating the gender gap at the secondary, college and career levels. There are many factors contributing to the lack of science education at the elementary level, including the provision of adequate materials and resources, instructional emphasis on subjects tied to high stakes testing, and the lack of content and pedagogical training provided for elementary teachers. ThisInterpretative Phenomenological Analysis explored the perspectives of nine teachers in grades Kindergarten through fifth with experience piloting a kit-based science resource, Full Option Science System (FOSS). This study employed Self-Determination Theory (SDT) as the theoretical framework as a means of examining engagement through the psychological needs for competence, autonomy, and relatedness. Results of the study indicate that participants observed a high level of student engagement, attributed primarily to the challenging, yet attainable hands-on approach of FOSS. Teacher confidence and enthusiasm for teaching science increased through the use of the kits and students reportedly attained a deep level of understanding of the scientific concepts. It cannot be conclusively stated that FOSS increased the teachers' ability to engage students in science, as the students may have been engaged due to the novelty of hands-on aspect rather than the teacher's competence in engaging them. As a result of this study, it is clear that providing teachers with high-quality instructional materials and resources, combined with training in pedagogical approach and content acquisition, can positively impact both teacher and student experiences with science.

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Guest Editorial: How to Integrate STEM Into Early Childhood Education

Cited by 58 publications

References 0 publications

Understanding the career decision making of university students enrolled in STEM disciplines

Understanding the career decision making of university students enrolled in STEM disciplines

Nascent Inquiry, Metacognitive, and Self-Regulation Capabilities Among Preschoolers During Scientific Exploration

Understanding the impact of a kit-based science resource on teachers' ability to engage students in science : an interpretative phenomenological analysis

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