A Comparative Investigation of the Views of Preschool Teachers and Teacher Candidates about STEM

Abstract

If the STEM approach appropriately addressed in early childhood education, it may provide opportunities for educators to involve children in activities appropriate to their interests and experiences. The purpose of this research is to investigate comparatively the views of preschool teachers and preschool teacher candidates about STEM. To collect data, 60 preschool teachers graduated from different universities in Turkey have different experiments and actively in the teaching profession in various schools in the years 2018 to 2019, and 65 preschool teacher candidates in the first, second, third and fourth grades in the 2018-2019 academic year at a state university in the region of the Black Sea randomly selected. To collect data, preschool teachers and teacher candidates ask to answer the questions in the Screening Form consisting of open-ended questions aimed at obtaining in-depth information about STEM education. The findings analyze in detail, and it seen that the answers of both groups can discuss under three main themes; (1) The effects of the STEM approach, (2) The applicability of the STEM approach in preschool education, and (3) The requirements of the applicability of the STEM approach in Turkish educational system. According to the findings, participants have positive views about implementing the STEM approach in their classes for the teachers and future professional lives for the teacher candidates. However, there are some limitations about implementing it arising from the infrastructure of the schools, the teachers themselves, and children’s young age.

STEM education at junior high school mathematics course for improving the mathematical critical thinking skills

“…But most students like mathematics learning that is integrated with science and technology because they think learning to be relaxed like a play. This result is in line with previous research which states that by integrating mathematics learning with science, the connection of knowledge to concepts across disciplines and their application to the real world becomes easier for students to understand (Honey et al 2014;Johnson et al 2015;Kelley & Knowles, 2016;Thibaut et al 2018;Uğraş & Genç, 2018;Ültay & Ultay, 2020).…”

Öğretmen ve Öğretmen Adaylarının FeTeMM Eğitimine Yönelik Görüşlerini İnceleyen Çalışmaların İçerik Analizi

“…This result is compatible with the other studies in the literature. It is stated in these studies that information technologies, science, preschool and elementary education teachers have positive attitudes towards STEM (Çevik, Danıştay, & Yağcı, 2017;Karahan, Canbazoğlu Bilici, & Ünal, 2015;Knop et al, 2017;Ültay & Ültay, 2020). It was stated that in this research, some studies found STEM education effective at improving learning by doing, making learning permanent, directing research and inquiry, in the development of problem solving skills, making learning enjoyable, and being successful in learning subjects.…”

The STEAM learning performance and sustainable inquiry behavior of college students in China

“… Shen et al (2021) stated that students can develop higher-order thinking as well as competency-based literacy in STEAM activities. Furthermore, Ültay and Ültay (2020) stated that teacher education students are considered an important group for educational sustainability and that engaging in more STEAM activities can help them acquire 21st century skills such as collaboration and innovation. More importantly, related studies have also found that learners with higher learning performance in inquiry-based learning activities tend to have higher inquiry behaviors and continue to improve their scientific literacy in inquiry settings ( Wen et al, 2020 ).…”

“…STEAM education, on the other hand, is a multidisciplinary approach that emphasizes the development of higher-order thinking and competencies ( Shen et al, 2021 ), with more emphasis on hands-on activities that promote the development of sustainable inquiry behaviors ( Rahmawati et al, 2022 ). In addition, in the process of educational sustainability, teacher education students need to promote the development of their collaborative, creative, and thinking skills through STEAM learning ( Ültay and Ültay, 2020 ), and to improve their learning performance through course work that better promotes continuous inquiry behaviors. That is, students with higher academic achievement tend to have higher inquiry behaviors and, conversely, students with lower academic achievement tend to have lower inquiry behaviors ( Chen and Wang, 2020 ).…”

“…Among them, the growth and development of teacher trainees, as an important reserve in the field of education, are related to the future sustainability of science, economy, and education ( Nousheen et al, 2020 ), and through participation in educational practices that integrate STEAM, it is more beneficial for them to acquire 21st century skills such as collaboration, digital learning, and critical thinking ( Partnership for 21st Century Skills, 2019 ; Singh, 2021 ). In addition, STEAM programs are crucial for teacher trainees because through hands-on STEAM activities they can not only enhance their motivation, creative thinking, and problem-solving skills ( Ültay and Ültay, 2020 ), but also improve the core literacy of future teachers and better facilitate students’ independent learning, collaborative inquiry, and development in future educational teaching.…”