Project-Based Inquiry in STEM Teaching for Preschool Children

Ya-Ling Chen; Christine D. Tippett

doi:10.29333/ejmste/11899

Full Text (PDF)

Ya-Ling Chen ¹ ^* , Christine D. Tippett ²

More Detail

¹ National Pingtung University, TAIWAN² University of Ottawa, CANADA^* Corresponding Author

Abstract

This study explored the research question: How can project-based inquiry (PBI) in STEM teaching be designed, planned, and implemented in two preschool settings? A case study was conducted, using a collaborative action research approach. This research was conducted with 11 teachers and 300 children from 11 classes at two preschools in Taiwan. The data sources included research logs, observations, interviews, and documents. The collected data were analyzed qualitatively (e.g., iterative coding). The results indicate that PBI in STEM teaching can be integrated successfully into preschool curricula. Children can engage enthusiastically in STEM activities in a well-planned learning environment. We provide some suggestions for readers who have an interest in STEM teaching or research at the preschool level.

Keywords

STEM education
preschool
early childhood education
project-based inquiry

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 18, Issue 4, April 2022, Article No: em2093

https://doi.org/10.29333/ejmste/11899

Publication date: 13 Mar 2022

Article Views: 3560

Article Downloads: 3873

Open Access Disclosures References How to cite this article

Disclosure

Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

References

Akturk, A. A., & Demircan, O. (2017). A review of studies on STEM and STEAM education in early childhood. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi [Ahi Evran University Kirsehir Education Faculty Journal], 18(2), 757-776.
Auerbach, C., & Silverstein, L. B. (2003). Qualitative data: An introduction to coding and analysis. NYU Press.
Chen, Y.-C., Hand, B., & Norton-Meier, L. (2017). Teacher roles of questioning in early elementary science classrooms: A framework of promoting student cognitive complexities in argumentation. Research in Science Education, 47, 373-405. https://doi.org/10.1007/s11165-015-9506-6
Chin, C. (2007). Teacher questioning in science classrooms: Approaches that stimulate productive thinking. Journal of Research in Science Teaching, 44(6), 815-843. https://doi.org/10.1002/tea.20171
Chinn, C. A., & Malhotra, B. A. (2002). Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks. Science Education, 86(2), 175-218. https://doi.org/10.1002/sce.10001
Cohen, L. E., & Waite-Stupiansky, S. (2019). STEM in early childhood education: How science, technology, engineering, and mathematics strengthen learning. Routledge. https://doi.org/10.4324/9780429453755
Colburn, A. (2000). An inquiry primer. Science Scope, 23(6), 42-44.
Corlu, M. S., Capraro, R. M., & Capraro, M. M. (2014). Introducing STEM education: Implications for educating our teachers for the age of innovation. Eğitim ve Bilim [Education and Science], 39(171), 74-85.
Crawford, B. A. (2000). Embracing the essence of inquiry: New roles for science teachers. Journal of Research in Science Teaching, 37(9), 916-937. https://doi.org/10.1002/1098-2736(200011)37:9<916::AID-TEA4>3.0.CO;2-2
Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry and research design: Choosing among five approaches. SAGE.
Dejarnette, N. K. (2018). Implementing STEAM in the early childhood classroom. European Journal of STEM Education, 3(3), 18-27. https://doi.org/10.20897/ejsteme/3878
Dejonckheere, P. J., De Wit, N., Van de Keere, K., & Vervaet, S. (2016). Exploring the classroom: Teaching science in early childhood. International Electronic Journal of Elementary Education, 8(4), 537-558. https://doi.org/10.12973/eu-jer.5.3.149
Dewey, J. (1997). How we think. Dover. https://doi.org/10.1037/10903-000
Dubosarsky, M., John, M. S., Anggoro, F., Wunnava, S., & Celik, U. (2018). Seeds of STEM: The development of a problem-based STEM curriculum for early childhood classrooms. Springer. https://doi.org/10.1007/978-981-10-8621-2_12
Early Childhood STEM Working Group. (2017). Early STEM matters: Providing high-quality STEM experiences for all young learners. University of Chicago STEM Education/Erikson Institute.
Follari, L. (2015). Foundations and best practices in early childhood education: History, theories, and approaches to learning. Pearson Higher Education.
Fredericks, B. & Kravette, J. (2014). STEM family activities workbook. https://www.bostonchildrensmuseum.org/sites/default/files/pdfs/rttt/stem/english/STEM.Teaching.Kit_for_Web.pdf
Gelman, R., & Brenneman, K. (2004). Science learning pathways for young children. Early Childhood Research Quarterly, 19(1), 150-158. https://doi.org/10.1016/j.ecresq.2004.01.009
Gelman, S. A. (2009). Learning from others: Children’s construction of concepts. Annual Review of Psychology, 60, 115-140. https://doi.org/10.1146/annurev.psych.59.103006.093659
Gerde, H. K., Schachter, R. E., & Wasik, B. A. (2013). Using the scientific method to guide learning: An integrated approach to early childhood curriculum. Early Childhood Education Journal, 41(5), 315-323. https://doi.org/10.1007/s10643-013-0579-4
Harlen, W. (2013). Inquiry-based learning in science and mathematics. Review of Science, Mathematics and ICT Education, 7(2), 9-33.
Johnson, L., McHugh, S., Eagle, J. L., & Spires, H. A. (2019). Project-based inquiry (PBI) global in kindergarten classroom: Inquiring about the world. Early Childhood Education Journal, 47(5), 607-613. https://doi.org/10.1007/s10643-019-00946-4
Kawalkar, A., & Vijapurkar, J. (2013). Scaffolding science talk: The role of teachers’ questions in the inquiry classroom. International Journal of Science Education, 35(12), 2004-2027. https://doi.org/10.1080/09500693.2011.604684
Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1), 1-11. https://doi.org/10.1186/s40594-016-0046-z
Krogh, S. L., & Morehouse, P. (2014). The early childhood curriculum: Inquiry learning through integration. Routledge. https://doi.org/10.4324/9780203521625
Kuteeva, M. (2020). Revisiting the ‘E’ in EMI: Students’ perceptions of standard English, lingua franca and translingual practices. International Journal of Bilingual Education and Bilingualism, 23(3), 287-300. https://doi.org/10.1080/13670050.2019.1637395
MacDonald, A., Huser, C., Sikder, S., & Danaia, L. (2020). Effective early childhood STEM education: Findings from the Little Scientists evaluation. Early Childhood Education Journal, 48(3), 353-363. http://doi.org/10.1007/s10643-019-01004-9
National Research Council. (2011). Report of a workshop on the pedagogical aspects of computational thinking. The National Academies Press.
National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.
National Science Teachers Association. (2014). NSTA position statement: Early childhood science education. http://www.nsta.org/about/positions/earlychildhood.aspx
NGSS Lead States. (2013). Next generation science standards: For states, by states. The National Academies Press.
Ong, E. T., Aminah, A., Ibrahim, M. N., Adnan, M., Shariff, J., & Ishak, N. (2016). The effectiveness of in-service training of early childhood teachers on STEM integration through project-based inquiry learning (PIL). Journal of Turkish Science Education, 13(3), 44-58. https://doi.org/10.12973/tused.10170a
Ruiz-Primo, M. A., & Furtak, E. M. (2007). Exploring teachers’ informal formative assessment practices and students’ understanding in the context of scientific inquiry. Journal of Research in Science Teaching, 44(1), 57-84. https://doi.org/10.1002/tea.20163
Sahin, A., Ayar, M. C., & Adiguzel, T. (2013). STEM related after-school program activities and associated outcomes on student learning. Educational Sciences: Theory and Practice, 14(1), 309-322. https://doi.org/10.12738/estp.2014.1.1876
Saldaña, J. (2021). The coding manual for qualitative researchers. SAGE.
Sanders, M. (2009). STEM, STEM education, STEMmania. The Technology Teacher, 68(4), 20-26.
Sharapan, H. (2012). From STEM to STEAM: How early childhood educators can apply Fred Rogers’ approach. Young Children, 67(1), 36-40.
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
Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
Worth, K., & Grollman, S. (2003). Worms, shadows, and whirlpools: Science in the early childhood classroom. Heinemann.
Wortham, S. C., & Hardin, B. J. (2015). Assessment in early childhood education. Pearson.
Yin, R. K. (2015). Qualitative research from start to finish. Guilford.

How to cite this article

APA

Chen, Y.-L., & Tippett, C. 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

Vancouver

Chen YL, Tippett CD. Project-Based Inquiry in STEM Teaching for Preschool Children. EURASIA J Math Sci Tech Ed. 2022;18(4):em2093. https://doi.org/10.29333/ejmste/11899

AMA

Chen YL, Tippett CD. Project-Based Inquiry in STEM Teaching for Preschool Children. EURASIA J Math Sci Tech Ed. 2022;18(4), em2093. https://doi.org/10.29333/ejmste/11899

Chicago

Chen, Ya-Ling, and Christine D. Tippett. "Project-Based Inquiry in STEM Teaching for Preschool Children". Eurasia Journal of Mathematics, Science and Technology Education 2022 18 no. 4 (2022): em2093. https://doi.org/10.29333/ejmste/11899

Harvard

Chen, Y.-L., and Tippett, C. 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

MLA

Chen, Ya-Ling et al. "Project-Based Inquiry in STEM Teaching for Preschool Children". Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 4, 2022, em2093. https://doi.org/10.29333/ejmste/11899