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Integrated STEM Teaching: Innovative STEM Training for Preschool and Primary School Teachers

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Bibliographic Details
Title: Integrated STEM Teaching: Innovative STEM Training for Preschool and Primary School Teachers
Authors: Defne Yabaş, Tuğba Abanoz
Source: Issue: 2627-40
Journal of Education and Future
Publisher Information: Journal of Education and Future, 2024.
Publication Year: 2024
Subject Terms: In-Service Training, Bilim, Teknoloji ve Mühendislik Eğitimi ve Programlarının Geliştirilmesi, Okul Öncesi Eğitim, Early Childhood Education, 4. Education, Hizmetiçi Eğitim, 05 social sciences, Development of Science, Technology and Engineering Education and Programs, 0501 psychology and cognitive sciences, early STEM education, teachers' professional development, early childhood, primary school, preschool, 0503 education
Description: The effective implementation of STEM education relies on qualified and well-educated teachers who employ good practices for integrated STEM education. Quality STEM education equips children with the necessary skills to address 21st-century challenges, playing a critical role in developing critical thinking, communication, collaboration, creativity, problem-solving, and responsibility. In this context, preschool and primary school teachers were recommended to attend STEM Professional Development (PD). This study aimed to determine the impact of the EarlySTEM Leader Teacher PD Program on teachers' ability to design STEM lesson plans, using mixed method. Researchers analyzed the STEM lesson plans prepared by preschool and primary school teachers (n=33) who participated in the integrated STEM PD program. All participants who met the graduation criteria were included in the study. The plans were evaluated using the Authentic Problems of Knowledge Society (APoKS) rubric. The findings showed that the Integrated STEM PD program positively influenced teachers' lesson planning skills, specifically when writing the APoKS. The implications of the study were discussed in detail.
Document Type: Article
File Description: application/pdf
ISSN: 2146-8249
DOI: 10.30786/jef.1404946
Access URL: https://dergipark.org.tr/tr/pub/jef/issue/86367/1404946
Accession Number: edsair.doi.dedup.....ebc48f021e202254e061e2dfff3474bf
Database: OpenAIRE
Description
Abstract:The effective implementation of STEM education relies on qualified and well-educated teachers who employ good practices for integrated STEM education. Quality STEM education equips children with the necessary skills to address 21st-century challenges, playing a critical role in developing critical thinking, communication, collaboration, creativity, problem-solving, and responsibility. In this context, preschool and primary school teachers were recommended to attend STEM Professional Development (PD). This study aimed to determine the impact of the EarlySTEM Leader Teacher PD Program on teachers' ability to design STEM lesson plans, using mixed method. Researchers analyzed the STEM lesson plans prepared by preschool and primary school teachers (n=33) who participated in the integrated STEM PD program. All participants who met the graduation criteria were included in the study. The plans were evaluated using the Authentic Problems of Knowledge Society (APoKS) rubric. The findings showed that the Integrated STEM PD program positively influenced teachers' lesson planning skills, specifically when writing the APoKS. The implications of the study were discussed in detail.
ISSN:21468249
DOI:10.30786/jef.1404946