Teaching sequences based on the STEM approach for the development of inquiry in early childhood education: A systematic review

Fanny de Jesús Rúa Martínez; Martha Andrea Merchán Merchán; Edison Camacho-Tamayo

doi:10.29333/ejmste/15207

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Fanny de Jesús Rúa Martínez ¹ ^* , Martha Andrea Merchán Merchán ¹ , Edison Camacho-Tamayo ¹

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¹ Universidad Antonio Nariño, Facultad de Educación, Grupo de Investigación Conciencia, Calle 22 sur # 12D-81, 111821, Bogotá, COLOMBIA^* Corresponding Author

Abstract

In light of the growing signiﬁcance of the STEM (science, technology, engineering, and mathematics) approach in education and the necessity to foster inquiry from an early age, this systematic review was conducted to identify didactic sequences that adopt a STEM approach and facilitate the advancement of inquiry in early childhood education. The results demonstrate that the didactic sequences facilitate disciplinary integration, providing a valuable opportunity to develop inquiry through the resolution of real-life problems and the promotion of interdisciplinary and active learning. Nevertheless, the necessity for additional research and the development of tailored resources to facilitate the effective implementation of these sequences in early childhood education settings is underscored. Concurrently, the signiﬁcance of specialized and updated teacher training to maximize the impact of these educational practices is emphasized, thereby ensuring the optimal development of inquiry skills in children from an early age.

Keywords

inquiry
STEM approach
early childhood education
didactic sequences

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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: Review Article

EURASIA J Math Sci Tech Ed, Volume 20, Issue 10, October 2024, Article No: em2517

https://doi.org/10.29333/ejmste/15207

Publication date: 01 Oct 2024

Online publication date: 26 Sep 2024

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APA

Rúa Martínez, F. D. J., Merchán Merchán, M. A., & Camacho-Tamayo, E. (2024). Teaching sequences based on the STEM approach for the development of inquiry in early childhood education: A systematic review. Eurasia Journal of Mathematics, Science and Technology Education, 20(10), em2517. https://doi.org/10.29333/ejmste/15207

Vancouver

Rúa Martínez FDJ, Merchán Merchán MA, Camacho-Tamayo E. Teaching sequences based on the STEM approach for the development of inquiry in early childhood education: A systematic review. EURASIA J Math Sci Tech Ed. 2024;20(10):em2517. https://doi.org/10.29333/ejmste/15207

AMA

Rúa Martínez FDJ, Merchán Merchán MA, Camacho-Tamayo E. Teaching sequences based on the STEM approach for the development of inquiry in early childhood education: A systematic review. EURASIA J Math Sci Tech Ed. 2024;20(10), em2517. https://doi.org/10.29333/ejmste/15207

Chicago

Rúa Martínez, Fanny de Jesús, Martha Andrea Merchán Merchán, and Edison Camacho-Tamayo. "Teaching sequences based on the STEM approach for the development of inquiry in early childhood education: A systematic review". Eurasia Journal of Mathematics, Science and Technology Education 2024 20 no. 10 (2024): em2517. https://doi.org/10.29333/ejmste/15207

Harvard

Rúa Martínez, F. D. J., Merchán Merchán, M. A., and Camacho-Tamayo, E. (2024). Teaching sequences based on the STEM approach for the development of inquiry in early childhood education: A systematic review. Eurasia Journal of Mathematics, Science and Technology Education, 20(10), em2517. https://doi.org/10.29333/ejmste/15207

MLA

Rúa Martínez, Fanny de Jesús et al. "Teaching sequences based on the STEM approach for the development of inquiry in early childhood education: A systematic review". Eurasia Journal of Mathematics, Science and Technology Education, vol. 20, no. 10, 2024, em2517. https://doi.org/10.29333/ejmste/15207