Supporting Preschool Children's STEM Learning with Parent-Involved Early Engineering Education

Date

2020-08-01

Author

Ata-Akturk, Aysun
Demircan, Hasibe Özlen

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

144
views

0
downloads

This study examines the development of a STEM-based (Science, Technology, Engineering, and Mathematics) and parent-involved engineering design curriculum for early childhood education and investigates its design principles and contributions to children's STEM-related learning. This research utilized a design-based research methodology broken into three main phases (preliminary research, prototyping, and assessment). The data were gathered over a 2-year span, and the curriculum was designed and revised during the prototyping phase's three iterative cycles. This paper presents the findings of a field test that involved two early childhood education teachers, five preschool children, and five parents. Findings validated eight key design principles of the curriculum and revealed that the curriculum contributes to the knowledge, skills, feelings, and dispositions children have towards STEM. The findings suggest that the developed curriculum can be used as a novel way of integrating STEM into early childhood education, with a particular focus on engineering, while encouraging parental involvement.

Subject Keywords

Education, Developmental and Educational Psychology

URI

https://hdl.handle.net/11511/48608

Journal

EARLY CHILDHOOD EDUCATION JOURNAL

DOI

https://doi.org/10.1007/s10643-020-01100-1

Collections

Department of Elementary and Early Childhood Education, Article

Suggestions

OpenMETU
Core

A multilevel analysis of home and classroom literacy environments in relation to preschoolers' early literacy development Altun, Dilek; Erden, Feyza; Snow, Catherine E (Wiley, 2018-11-01) This study aimed to investigate the characteristics of preschoolers' home and classroom literacy environments and the relationships between receptive and expressive vocabulary, phonological awareness, and concepts about print (CAP) development. The participants were 168 parents and their children from five private preschools in a large suburban area. Two waves of data were collected. Multilevel linear modeling was used to analyze the two-level data set. The findings of the study revealed that children have ...
Promoting students' learning in genetics with the learning cycle Dogru-Atay, Pinar; Öztekin, Ceren (Informa UK Limited, 2008-03-01) The authors investigated the comparative effect of the learning cycle and expository instruction on 8th-grade students' achievement in genetics. They adopted the nonequivalent control group design as a type of quasiexperimental design. The experimental group (N = 104) received learning cycle instruction, and the control group (N = 109) received expository instruction. The 2-way analysis of covariance indicated a statistically significant posttreatment difference between the experimental and control groups i...
Effect of conceptual change approach accompanied with concept mapping on understanding of solution concepts Kondakçı, Esen; Geban, Ömer (Springer Science and Business Media LLC, 2005-07-01) The purpose of this study was to investigate the effect of conceptual change texts accompanied with concept mapping instruction, compared to traditional instruction (TI), on 8th grade students' understanding of solution concepts and their attitudes toward science as a school subject. Solution Concept Test was developed as a result of examination of related literature and interviews with teachers regarding their observations of students' difficulties. The test was administered to a total of 64 eighth grade s...
Development of a STEM based engineering design curriculum for parental involvement in early childhood education Ata Aktürk, Aysu; Demircan, Hasibe Özlen; Department of Early Childhood Education (2019) The purpose of the current study was to design and develop a STEM (Science, Technology, Engineering, Mathematics) based engineering design curriculum that addresses to preschool children, parents, and preschool teachers (EDCPI). In this context, the first aim of this study was to identify the key design principles in designing a STEM-based engineering design curriculum for parental involvement (PI) in early childhood education. The second aim was to explore the possible contributions of the developed curric...
A Learning Progression for Elementary Students' Functional Thinking Stephens, Ana C.; Fonger, Nicole; Strachota, Susanne; İşler Baykal, Işıl; Blanton, Maria; Knuth, Eric; Gardiner, Angela Murphy (Informa UK Limited, 2017-01-01) In this article we advance characterizations of and supports for elementary students' progress in generalizing and representing functional relationships as part of a comprehensive approach to early algebra. Our learning progressions approach to early algebra research involves the coordination of a curricular framework and progression, an instructional sequence, written assessments, and levels of sophistication describing students' algebraic thinking. After detailing this approach, we focus on what we have l...

Citation Formats

A. Ata-Akturk and H. Ö. Demircan, “Supporting Preschool Children’s STEM Learning with Parent-Involved Early Engineering Education,” EARLY CHILDHOOD EDUCATION JOURNAL, pp. 0–0, 2020, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/48608.