STEM Begins in the Early Years

Moomaw, Sally

doi:10.1111/j.1949-8594.2011.00119.x

Cited by 33 publications

(29 citation statements)

References 2 publications

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“…When children are introduced to STEAM at an earlier age, there tends to be less gender-based stereotypes and fewer obstacles regarding STEM (Kazakoff et al, 2013;Davidson, 2011). However, little research exists regarding the impact of STEAM initiatives at the early childhood level (Moomaw, 2012).…”

Section: Early Exposurementioning

confidence: 99%

Implementing STEAM in the Early Childhood Classroom

DeJarnette

2018

European Journal of STEM Education

152

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STEAM (Science, Technology, Engineering, Art, and Math) education has received growing attention over the past decade, primarily within the middle and high school levels. This article focuses on the need for STEAM education at the early childhood level. Preschool children have a natural disposition toward science with their sense of curiosity and creativity. This ethnographic research involved professional development for 50 in-service preschool teachers in an urban high-needs area of the northeastern United States. The researcher explored how providing hands-on professional development, consistent support, and rich resources for STEAM lesson implementation into the early childhood curriculum would impact the dispositions, self-efficacy, and rate of implementation for teachers. The study also involved observation of the reception of STEAM instruction by preschool children. Data was collected through pre and post surveys, teacher interviews, and field observations. Findings revealed an increase in positive dispositions and self-efficacy of preschool teachers, however, the rate of implementation of STEAM lessons by the teachers was initially limited. The reception of the STEAM lessons by these high-needs preschool children was phenomenal with high levels of engagement and cooperation. More research needs to be done in the area of STEAM implementation in the PK-12 classrooms to incorporate engineering education.

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Section: Early Exposurementioning

confidence: 99%

Implementing STEAM in the Early Childhood Classroom

DeJarnette

2018

European Journal of STEM Education

152

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“…Computing initiatives have been introduced across the country; however, they were decentralized and have focused largely on secondary or tertiary school levels. Fewer initiatives were implemented and researched at the elementary level; therefore, DeJarnette (2012) emphasized the need for elementary STEM/CS initiatives given appropriate early exposure that can promote children's inherent curiosity about how things work (Moomaw, 2012).…”

Section: Introductionmentioning

confidence: 99%

Computer Programming Effects in Elementary: Perceptions and Career Aspirations in STEM

Tran

2018

Tech Know Learn

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The development of elementary-aged students' STEM and computer science (CS) literacy is critical in this evolving technological landscape, thus, promoting success for college, career, and STEM/CS professional paths. Research has suggested that elementary-aged students need developmentally appropriate STEM integrated opportunities in the classroom; however, little is known about the potential impact of CS programming and how these opportunities engender positive perceptions, foster confidence, and promote perseverance to nurture students' early career aspirations related to STEM/CS. The main purpose of this mixed-method study was to examine elementary-aged students' (N = 132) perceptions of STEM, career choices, and effects from pre-to post-test intervention of CS lessons (N = 183) over a three-month period. Findings included positive and significant changes from students' pre-to post-tests as well as augmented themes from 52 student interviews to represent increased enjoyment of CS lessons, early exposure, and its benefits for learning to future careers. Keywords Elementary STEM education • Motivation • Computational thinking • Careers education and to improve workforce development (Barr and Stephenson 2011), the field of CS has included CT with existing K-12 content and curriculum (Jona et al. 2014; Israel et al. 2015; Wilensky et al. 2014). Moreover, embedding CT concepts, its tools and practices into interdisciplinary contexts especially in math and science promotes students' understanding of the fields, equips them with foundational STEM knowledge, increases career aspirations in STEM, and creates students who are more productive STEM citizens (Augustine 2005; Weintrop et al. 2016). 2.1 Essential Computational Thinking in the Early Years Elementary-aged students need exposure to interdisciplinary STEM/CS content to collaborate , explore, create models, analyze, and draw conclusions. These skills are applicable to many areas of students' lives, thus, promoting their development is essential in today's classrooms. Past research has suggested improved cognitive benefits such as problem-solving, mathematics, and reasoning for children who participated in computer programming as compared to children who did not participate in similar learning experiences (Clements et al. 2001; Liao and Bright 1991). Other benefits included long-term effects such as increased enjoyment with inquiry-based learning, sustained attention, and self-direction, (Clements 1987). Contemporary programming literature emphasized ongoing support for children to engage in innovative programming environments and languages such as Scratch, Kodu, Etoys, and Lego We-Do since they provide age-appropriate materials for children to apply core CT concepts such as abstraction, automation , analysis, decomposition, and iterative design (Bers and Horn 2010; Mioduser et al. 2009; Resnick 2006). Existing benefits indicated that inquiry-based science, numeracy, and literacy activities during preprimary and primary years provide elementary-aged students approp...

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“…The foundations of STEM education begin in a child's early years. During early childhood, children can develop a love for science and feeling of efficacy for their own abilities that can support their learning in the years ahead (Moomaw, 2013;Brenneman, 2011). Concepts which are curiosity, creativity, collaboration and critical thinking in demand at the heart od STEM.…”

Section: Turkish Studies -Educational Sciencesmentioning

confidence: 99%

“…Okul öncesi dönemde çocuğa sağlanacak yaşantıların türü ve kalitesi, yetişkinin ona verebileceği imkânların zenginliğine bağlıdır (Oktay, 2007). STEM eğitiminin merkezinde merak, yaratıcılık, işbirliği ve eleştirel düşünme gibi kavramlar aranmaktadır ve bu özellikler küçük çocuklarda doğuştan vardır (Englehart, Mitchell, Albers-Biddle, Jennings-Towle & Forestieri, 2016;Moomaw, 2013). Bu noktada STEM eğitiminin erken yaşlarda okul öncesi dönem çocuklarına uygulanması, çocuğun gelecek yaşamını etkilemesi bakımından önem taşımaktadır.…”

Section: Bulgular Ve Yorumunclassified

Stem Yaklaşimina Uygun Fen Etki̇nli̇kleri̇ni̇n Okul Öncesi̇ Dönem Çocuklarinin Bi̇li̇msel Süreç Beceri̇leri̇ne Etki̇si̇ni̇n İncelenmesi̇

DENİZ¹

2019

TurkishStudies

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STEM Begins in the Early Years

Cited by 33 publications

References 2 publications

Implementing STEAM in the Early Childhood Classroom

Implementing STEAM in the Early Childhood Classroom

Computer Programming Effects in Elementary: Perceptions and Career Aspirations in STEM

Stem Yaklaşimina Uygun Fen Etki̇nli̇kleri̇ni̇n Okul Öncesi̇ Dönem Çocuklarinin Bi̇li̇msel Süreç Beceri̇leri̇ne Etki̇si̇ni̇n İncelenmesi̇

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