Abstract
This study aimed to investigate whether teachers’ knowledge, attitudes and beliefs of STEM teaching predict young children’s STEM habits of mind. We tested a multilevel model with a total of 93 teachers and their 2144 students in 11 Chinese kindergartens. Results showed that kindergarten teachers’ STEM knowledge was positively related to their STEM teaching comfort and beliefs about children’s benefits from STEM education. Also, teachers’ STEM teaching comfort was significantly related to children’s STEM habits of mind. The findings can provide insights into how teachers can better prepare themselves to teach STEM effectively, ultimately improving children’s STEM learning outcomes. Copyright © 2024 AERA.
| Original language | English |
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| Publication status | Published - Apr 2024 |
| Event | 2024 Annual Meeting of American Educational Research Association: "Dismantling Racial Injustice and Constructing Educational Possibilities: A Call to Action" - Philadelphia, United States Duration: 11 Apr 2024 → 14 Apr 2024 https://www.aera.net/AERA24 |
Conference
| Conference | 2024 Annual Meeting of American Educational Research Association: "Dismantling Racial Injustice and Constructing Educational Possibilities: A Call to Action" |
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| Abbreviated title | AERA 2024 |
| Country/Territory | United States |
| City | Philadelphia |
| Period | 11/04/24 → 14/04/24 |
| Internet address |
Citation
Wang, C., Yang, W., & Chiu, M. M. (2024, April 11–14). Teachers’ STEM knowledge, attitudes, and beliefs predict children’s STEM habits of mind: A multilevel model [Paper presentation]. 2024 Annual Meeting of American Educational Research Association: "Dismantling Racial Injustice and Constructing Educational Possibilities: A Call to Action" (AERA 2024), Philadelphia, United States.Keywords
- STEM knowledge
- STEM teaching attitudes and beliefs
- Children’s STEM habits of mind
- Early childhood education
- Chinese kindergarten teachers