Eurasia Journal of Mathematics, Science and Technology Education

• Adbo, K., & carulla, C. V. (2020). Learning about science in preschool: Play-based activities to support children’s understanding of chemistry concepts. International Journal of Early Childhood, 52(1), 17-35. https://doi.org/10.1007(s13158-020-00259-3
• Aldemir, J., & Kermani, H. (2016). Integrated STEM curriculum: Improving educational outcomes for head start children. Early Child Development and Care, 187(11), 1694-1706. https://doi.org/10.1080/03004430.2016.1185102
• Alexandre, S., Xu, Y., Washington-Nortey, M., & Chen, C. (2022). Informal STEM learning for young children: A systematic literature review. International Journal of Environmental Research and Public Health, 19, 8299. https://doi.org/10.3390/ijerph19148299
• Apostolou, Z. T. (2023). Perspectives for project-based STE(A)M activities in early childhood education. Journal of STEM Teacher Institutes, 3(1), 13-25.
• Bezuidenhout, H. S. (2021). An early grade science, technology, engineering and mathematics dialogue reading program: The development of a conceptual framework. South African Journal of Childhood Education, 11(1), a1038. https://doi.org/10.4102/sajce.v11i1.1038
• Bjerknes, A. L, Wilhelmsen, T., & Foyn-Bruun, E. (2023). A systematic review of curiosity and wonder in natural science and early childhood education research. Journal of Research in Childhood Education, 37(2), 1-17. https://doi.org/10.1080/02568543.2023.2192249
• Bofferding, L., Chen, L., Kocabas, S., & Aqazade, M. (2022). Early elementary students’ use of shape and location schemas when embedding and disembedding. Education Sciences, 12(2), 1-14. https://doi.org/10.3390/educsci12020083
• Bscopé, M., & Reiss, K. (2021). Place-based STEM education for sustainability: A path towards socioecological resilience. Sustainability, 13(15), 8414. https://doi.org/10.3390/su13158414
• Campbell, C., & Speldewinde, C. (2022). Early childhood STEM education for sustainable development. Sustainability, 14(6), 1-11. https://doi.org/10.3390/su14063524
• Campbell, C., Speldewinde, C., Howitt, C., & MacDonald, A. (2018). STEM practice in the early years. Creative Education, 9, 11-25. https://doi.org/10.4236/ce.2018.91002
• Chai, C. S. (2019). Teacher professional development for science, technology, engineering and mathematics (STEM) education: A review from the perspectives of technological pedagogical content (TPACK). Asia-Pacific. Education Research, 28(1), 5-13. https://doi.org/10.1007/s40299-018-0400-7
• Chen, Y. L., & Tippett, K. D. (2022). Project-based inquiry in STEM teaching for preschool children. EURASIA Journal of Mathematics, Science and Technology Education, 18(4), em2093. https://doi.org/10.29333/ejmste/11899
• Chomphuphra^, P., Chaipidech^, P., & Yuenyong, C. (2019). Trends and research issues of STEM education: A review of academic publications from 2007 to 2017. Journal of Physics: Conference Series, 1340, 012069. https://doi.org/0.1088/1742-6596/1340/1/012069
• Corlu, M. S., Capraro, R. M., & Capraro, M. M. (2014). Introducing STEM education: Implications for educating our teachers in the age of innovation. Education and Science, 39(171), 74-85.
• Dejonckheere, P. J., Wit, N. D., Van de Keere, K., & Vervaet, S. (2017). Exploring the classroom: Teaching science in early childhood. International Electronic Journal of Elementary Education, 8(4), 537-558.
• Dilek, H., Tasdemir, A., Konca, A.S. & Baltaci, S. (2020). Preschool children’s science motivation and process skills during inquiry-based STEM activities. Journal of Education in Science, Environment and Health, 6(2), 92-104. https://doi.org/10.21891/jeseh.673901
• Evangelou, D., Dobbs-Oates, J., Bagiati, A., Liang, S., & Choi, J. Y. (2010). Talking about artifacts: Preschool children’s explorations with sketches, stories, and tangible objects. Early Childhood Research & Practice, 12(2), 1-16.
• Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. PNAS, 111(23), 8410-8415. https://doi.org/10.1073/pnas.1319030111
• Frey, K. (1989). Integrated science education: 20 years on. International Journal of Science Education, 11(1), 3-17. https://doi.org/10.1080/0950069890110102
• Fridberg, M., & Redfors, A. (2021). Teachers’and children’s use of words during early childhood STEM teaching supported by robotics. International Journal of Early Years Education, 32(2), 405-419. https://doi.org/10.1080/09669760.2021.1892599
• Fridman, R., Eden, R., & Spektor-Levy, O. (2020). Nascent inquiry, metacognitive, and self-regulation capabilities among preschoolers during scientific exploration. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.202.01790
• Govind, M., & Bers, B. (2021). Assessing robotics skills in early childhood: Development and testing of a tool for evaluating children’s projects. Journal of Research in STEM Education, 7(1), 47-68. https://doi.org/10.51355/jstem.2021.102
• Green, R. D., & Osah-Ogulu, D. J. (2003). Integrated science teachers’ instructional competencies: An empirical survey in Rivers State of Nigeria. Journal of Education for Teaching, 29(2), 149-158. https://doi.org/10.1080/0260747032000092657
• Hallinen, J., & Rogers, K.(2015). STEM education curriculum. In K. J. Sparks (Ed.), Encyclopedia Britannica book of the year 2015.
• Kanaki. K., Kalogiannakis, M., Poulakis, E., & Politis, P. (2022). Investigating the association between algorithmic thinking and performance in environmental study. Sustainability, 14(17), 1-16. https://doi.org/10.3390/su141710672
• Kazakoff, E. R., Sullivan, A., & Bers, M. U. (2013). The effect of a classroom-based intensive robotics and programming workshop on sequencing ability in early childhood. Early Childhood Education Journal, 41(4), 245-255. https://doi.org/10.1007/s10643-012-0554-5
• Keana, L., & Keana, M. (2016). STEAM by design. Design and Technology Education, 21, 61-82.
• Kermani, H., & Aldemir, J. (2015). Preparing children for success: Integrating science, math, and technology in early childhood classroom. Early Child Development and Care, 185(9), 1504-1527. https://doi.org/10.1080/03004430.2015.1007371
• Kewalramani,S., Palaiologou, J., & Dardanou, M. (2020). Children’s engineering design thinking processes: The magic of the robots and the power of bloks (electronics). EURASIA Journal of Mathematics, Science and Technology Education, 16(3), em1830. https://doi.org/10.29333/ejmste/113247
• Kim, D. H., Ko, D. G., Han, M. J., & Hong, S. H. (2014). The effects of science lessons applying STEAM education program on the creativity and interest levels of elementary students. Journal of The Korean Association For Science Education, 34(1), 43-54. https://doi.org/10.14697/jkase.2014.34.1.1.00043
• Lantz, H. (2009 ). Science, technology, engineering, and mathematics (STEM) education. What form? What function? http://www.currtechintegrations.com/pdf/STEMEducati onArticle.pdf
• Larkin, K., & Lowrie, T. (2023). Teaching approaches for STEM integration in pre- and primary school: A systematic qualitative literature review. International Journal of Science and Mathematics Education, 21, 11-39. https://doi.org/10.1007/s10763-023-10362-1
• Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gotzsche, P. C., Ioannidis, J. P., Clarke, M., Devereaux, P. J., Kleijnen, J., & Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate healthcare interventions: Explanation and elaboration. Journal of Clinical Epidemiology, 62(10), 1-34. https://doi.org/10.1016/j.jclinepi.2009.06.006
• Liu, L., Oh, H., Zhang, L., Fang, T., Huang, M., Hao, Y., Wang, J., Yao, C., & Ying, F. (2022). A study of children’s learning and play using an underwater robot construction kit. International Journal of Technology and Design Education, 33, 317-336. https://doi.org/10.1007/s10798-021-09720-3
• Mitchell, A., Lott, K. H., & Tofel-Grehl, C. (2022). Cookie-jar alarms: An analysis of first-grade students’ gendered conceptions of engineers following a programming design task. Education Sciences, 12(2), 110. https://doi.org/10.3390/ educsci12020110
• Moomaw, S., & Davis, J. A. (2010). STEM comes to preschool. Young Children, 65(5), 12-18.
• Murcia, K., Pepper, C., Joubert, M., Cross, E., & Wilson, S. (2020). A framework for identifying and developing children’s creative thinking while coding with digital technologies. Issues in Educational Research, 30(4), 1395-1417.
• Nam, K. W., Kim, H. J., & Lee, S. (2019). Connecting plans to action: The effects of a card-coded robotics curriculum and activities on Korean kindergartners. The Asia-Pacific Education Researcher, 28(5), 387-397. https://doi.org/10.1007/s40299-019-00438-4
• Nampota, D. C. (2008). Distribution of ‘science for all’ and ‘science for scientists’ in the documentation of the integrated science curriculum in Malawi. African Journal of Research in Mathematics, Science and Technology Education, 12(1), 19-31. https://doi.org/10.1080/10288457.2008.10740626
• Ng, A., Kewalramani, S., & Kidman, G. (2022). Integrating and navigating STEAM (inSTEAM) in early childhood education: An integrative review and inSTEAM conceptual framework. EURASIA Journal of Mathematics, Science and Technology Education, 18(7), em2133. https://doi.org/10.29333/ejmste/12174
• NGSS Lead States, (2013). Next generation science standards: For states, by states. The National Academies Press.
• Nikolopoulou, K. (2022): STEM activities for children aged 4-7 years: Teachers’ practices and views. International Journal of Early Years Education, 31(3), 806-821. https://doi.org/10.1080/09669760.2022.2128994
• Pattison, S., Svarovsky, G., Ramos-Montañez, S., Gontan, I., Weiss, S., Núñez, V., Corrie, P., Smith, C., & Benne, M. (2020). Understanding early childhood engineering interest development as a family-level systems phenomenon: Findings from the head start on engineering project. Journal of Pre-College Engineering Education Research, 10(1), 70-89. https://doi.org/10.7771/2157-9288.1234
• Riniker, C. M. (2021). The impact of utilizing Lólearning centers to promote STEM development in the early childhood classroom (2021). https://nwcommons.nwciowa.edu/education_masters/311
• Rodrigues-Silva, J. & Alsina, Á. (2023). STEM/STEAM in early childhood education for sustainability (ECEfS): A systematic review. Sustainability, 15, 3721. https://doi.org/10.3390/su15043721
• Root-Bernstein, R. (2015). Arts and crafts as adjuncts to STEM education to foster creativity in gifted and talented students. Asia Pacific Education Review, 16, 203-212. https://doi.org/10.1007/s12564-015-9362-0
• Sharapan, H. (2012). From STEM to STEAM: How early childhood educators can apply Fred Rogers’ approach. Young Children, 67(1), 36-40.
• Shen, S., Wang, S., Qi, Y., Wang, Y., & Yan, X. (2021). Teacher suggestion feedback facilitates creativity of students in STEAM Education. Frontiers in Psychology, 12, 723171. https://doi.org/10.3389/fpsyg.2021.723171
• Speldewinde, C., & Campbell, C. (2022). ‘Bush Kinders’: developing early years learners technology and engineering understandings. International Journal of Technology and Design Education, 33, 775-792. https://doi.org/10.1007/s10798-022-09758-x
• Stone-MacDonald, A., Wendell, K., Douglass, A., & Love, M. L. (2015). Engaging young engineers: Teaching problem solving skills through STEM. Brookes Publishing.
• Sullivan, A., & Bers, M. U. (2017). Dancing robots: Integrating art, music, and robotics in Singapore’s early childhood centers. International Journal of Technology and Design Education, 28, 325-346. https://doi.org/10.1007/s10798-017-9397-0
• Sullivan, A., Kazakoff, E. R., & Bers, M. U. (2013). The wheels on the bot go round and round: Robotics curriculum in pre-kindergarten. Journal of Information Technology Education, 12, 203-219. https://doi.org/10.28945/1887
• Sun, D., Wang, Z. H., Xie, W. T., & Boon, C. C. (2014). Status of integrated science instruction in junior secondary schools of China: An exploratory study. International Journal of Science Education, 36(5), 808-838. https://doi.org/10.1080/09500693.2013.829254
• Tippett, C. D., & Milford, T. M. (2017). Findings from a pre-kindergarten classroom: Making the case for STEM in early childhood education. International Journal of Science and Mathematics Education, 15(1), 67-86. https://doi.org/10.1007/s10763-017-9812-8
• Tran, Y. (2018). Computer programming effects in elementary: Perceptions and career aspirations in STEM. Technology, Knowledge and Learning, 23, 273-299. https://doi.org/10.1007/s10758-018-9358-z
• Uret, A., & Ceylan, R. (2021). Exploring the effectiveness of STEM education on the creativity of 5-year-old kindergarten children. European Early Childhood Education Research Journal, 29(6), 842-855. https://doi.org/10.1080/1350293X.2021.1913204
• Vasquez, J. A., Comer, M., & Gutierrez, J. (2020). Integrating STEM teaching and learning into the K-2 classroom. NSTA Press.
• Wang, M. T., & Degol, J. (2013). Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields. Developmental Review, 33, 304-340. https://doi.org/10.1016/j.dr.2013.08.001
• Ward, J., DiNapoli, J., & Monahan, K. (2022). Instructional perseverance in early-childhood classrooms: Supporting children’s development of STEM reasoning in a social justice context. Education Sciences, 12(3), 1-19. https://doi.org/10.3390/educsci12030159
• Yang D, Wu X, Liu J., & Zhou J (2023). CiteSpace-based global science, technology, engineering, and mathematics education knowledge mapping analysis. Frontiers in Psychology, 13, 1-17. https://doi.org/10.3389/fpsyg.2022.1094959

APA

Revák, I. M., Csernoch, M., Szilágyi, K. C., Dávid, Á., Tóth, B. K., Malmos, E., Sütő, É., & Kurucz, D. (2024). A systematic review of STEM teaching-learning methods and activities in early childhood. Eurasia Journal of Mathematics, Science and Technology Education, 20(8), em2481. https://doi.org/10.29333/ejmste/14779

Vancouver

Revák IM, Csernoch M, Szilágyi KC, Dávid Á, Tóth BK, Malmos E, et al. A systematic review of STEM teaching-learning methods and activities in early childhood. EURASIA J Math Sci Tech Ed. 2024;20(8):em2481. https://doi.org/10.29333/ejmste/14779

AMA

Revák IM, Csernoch M, Szilágyi KC, et al. A systematic review of STEM teaching-learning methods and activities in early childhood. EURASIA J Math Sci Tech Ed. 2024;20(8), em2481. https://doi.org/10.29333/ejmste/14779

Chicago

Revák, Ibolya Markóczi, Mária Csernoch, Klára Czimre Szilágyi, Ágnes Dávid, Beáta Kosztin Tóth, Edina Malmos, Éva Sütő, and Dóra Kurucz. "A systematic review of STEM teaching-learning methods and activities in early childhood". Eurasia Journal of Mathematics, Science and Technology Education 2024 20 no. 8 (2024): em2481. https://doi.org/10.29333/ejmste/14779

Harvard

Revák, I. M., Csernoch, M., Szilágyi, K. C., Dávid, Á., Tóth, B. K., Malmos, E., . . . Kurucz, D. (2024). A systematic review of STEM teaching-learning methods and activities in early childhood. Eurasia Journal of Mathematics, Science and Technology Education, 20(8), em2481. https://doi.org/10.29333/ejmste/14779

MLA

Revák, Ibolya Markóczi et al. "A systematic review of STEM teaching-learning methods and activities in early childhood". Eurasia Journal of Mathematics, Science and Technology Education, vol. 20, no. 8, 2024, em2481. https://doi.org/10.29333/ejmste/14779