STEM education in early years: Challenges and opportunities in changing teachers’ pedagogical strategies

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Abstract

In recent years, there have been growing calls to include STEM education in early childhood (EC). This has created new challenges for EC teachers as they try to find ways to integrate STEM content and pedagogical strategies into school-based curricula. This study interviewed 24 EC teachers to understand their roles in implementing STEM education in preschool classrooms. The qualitative interviews explored changes in teachers’ roles and challenges before and after integrating STEM-related activities. The study revealed that the STEM education process is a dynamic one, and that the role of EC teachers is changing from one delivering teacher-centered knowledge to one fostering STEM-related learning in children. The research findings indicate that EC teachers face various challenges when implementing STEM education. The transformation of the teacher’s role during STEM classroom practices when encountering a range of challenges is discussed. Copyright © 2023 by the author.

Original languageEnglish
Article number490
JournalEducation Sciences
Volume13
Issue number5
DOIs
Publication statusPublished - May 2023

Citation

Leung, W. M. V. (2023). STEM education in early years: Challenges and opportunities in changing teachers’ pedagogical strategies. Education Sciences, 13(5), Article 490. https://doi.org/10.3390/educsci13050490

Keywords

  • Early childhood education
  • Pedagogical strategy
  • STEM education
  • Teachers’ role

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