The Effect of STEM Applications in Preschool on Students' Career Goals and Perceptions of Engineering

Akpınar, Burçak Ceren; Akgunduz, Devrim

doi:10.1007/s13158-022-00330-1

Cited by 3 publications

(7 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In 2021, there were 6 articles published [34]- [39]. The year 2022 saw the highest number of publications with 7 articles [16], [20], [40]- [44].…”

Section: Years Of Publicationmentioning

confidence: 99%

“…Regarding the geographical distribution, as illustrated in Figure 3, the included articles were conducted in various countries. The United States [29]- [31], [34], [44], Türkiye [15], [16], [40], [43] were the two countries with the highest number of articles included. Additionally, studies were conducted in Italy [33], England [35], [38], [42], Finland [36], Sweden [37], Spain [39], Switzerland [41], Australia [20], Jordan [32].…”

Section: Research Locationsmentioning

confidence: 99%

“…Specifically, there were 14 articles that focused on preschool STEM activities aimed at improving children's learning outcomes. The STEM activities mentioned in those studies included educational robots [16], [29], [37], educational games [32], argumentative interactions [33], [34], inquiry-based learning and engineering design [15], [36], [43], [44], drawing and telling about engineers [40], free play and pretend play [31], [41], group membership [30]. Overall, there was a wide variety of STEM activities that improve preschool children's learning.…”

Section: Preschool Stem Activities and Children's Outcomesmentioning

confidence: 99%

“…-Educational robots Learning goals in science curriculum [16]; motivation [16]; robotics and programming skills [29]; programming and robotics words [37] -Educational games Number concepts [32] -Argumentative interactions Cause-and-effect interactions in natural science [33], [34]; motivation [34] -Inquiry-based learning and engineering design Science process skills [15]; engineering thinking [15]; motivation towards science [15]; learning everyday technologies [36]; problem-solving skills [43]; interest in STEM fields [44]; learning efficiency [44] -Drawing and telling about engineers Children's perception of engineering careers [40] -Free play and pretend play Physical concepts [31]; problem-solving skills [41] -Group membership Children's self-efficacy and interest in group STEM tasks [30]…”

Section: Research Question 1: In the Existing Research What Preschool...mentioning

confidence: 99%

“…Inquiry-based learning and engineering design. Four reviewed studies examined the combination of inquiry-based learning and engineering design in early childhood STEM education, highlighting its positive impact on various aspects of children's learning outcomes [15], [36], [43], [44]. These studies consistently demonstrated that STEM activities through inquiry-based learning and engineering design enhance learning motivation, science processing skills, problem-solving abilities, and interest in STEM fields among preschool children [15], [36], [43], [44].…”

Section: Research Question 1: In the Existing Research What Preschool...mentioning

confidence: 99%

See 4 more Smart Citations

Preschool STEM Activities and Associated Outcomes

Ha,

Hai,

Mai

et al. 2023

Int. J. Eng. Ped.

View full text Add to dashboard Cite

This review highlights the need for further investigation into the benefits of STEM activities in preschool children’s learning, girls’ engagement and learning of children with disabilities in the STEM field. The review process involved accessing 19 relevant studies from Scopus, ERIC and Google Scholar databases in March 2023. Through the synthesis of information from these studies, seven STEM activities were identified as effective in enhancing preschool children’s learning: educational robots, educational games, argumentative interactions, inquiry-based learning and engineering design, drawing and telling about engineers, free play and pretend play, and group membership. Each of these activities contributes to different learning outcomes for children. Moreover, the review emphasizes the importance of role-playing activities ‘as if’ engineers and scientists, facilitated by teachers, in fostering girls’ motivation and engagement in the STEM field from an early age. Long-term scientific interventions at home have a significant positive impact on the science literacy skills of deaf children. The implications of this review are particularly relevant for early childhood educators, as it provides valuable insights into the use of STEM activities to enhance children’s learning outcomes.

show abstract

“…In 2021, there were 6 articles published [34]- [39]. The year 2022 saw the highest number of publications with 7 articles [16], [20], [40]- [44].…”

Section: Years Of Publicationmentioning

confidence: 99%

Section: Research Locationsmentioning

confidence: 99%

Section: Preschool Stem Activities and Children's Outcomesmentioning

confidence: 99%

Section: Research Question 1: In the Existing Research What Preschool...mentioning

confidence: 99%

Section: Research Question 1: In the Existing Research What Preschool...mentioning

confidence: 99%

See 3 more Smart Citations

Preschool STEM Activities and Associated Outcomes

Ha,

Hai,

Mai

et al. 2023

Int. J. Eng. Ped.

View full text Add to dashboard Cite

show abstract

A systematic review of the factors affecting girls' participation in science, technology, engineering, and mathematics subjects

Msambwa,

Daniel,

Lianyu

et al. 2023

Comp Applic In Engineering

View full text Add to dashboard Cite

There have been global efforts to achieve the sustainable development goals (SDGs) on quality education, gender equality, industry, innovation, and infrastructure development; however, in science, technology, engineering, and mathematics (STEM), men still dominate these fields at the highest levels, as boys dominate STEM subjects in schools. Thus, there is a need to improve female participation in these fields at all levels. Therefore, this systematic review examined the empirical evidence on the factors affecting girls' participation in STEM subjects. We conducted a comprehensive literature search using electronic databases such as Web of Science, Scopus, EBSCO‐host, and Google Scholar. An analysis of 165 scholarly publications was done using a systematic methodology. The study found that only 10% of the studies indicated that girls' poor participation in STEM could be attributed to personal factors and 61% to environmental factors. Additionally, behavioral factors accounted for 29% of the sampled studies, which found that negative attitudes, lack of career plans, lack of collaboration, interest, poor self‐concept, self‐efficacy, and low motivation were identified as factors that affect girls' participation in STEM subjects. The findings highlight a comprehensive overview of the current knowledge of girls in STEM, providing policymakers, educators, and practitioners with valuable insights into creating an enabling environment that supports more girls in STEM subjects. Furthermore, it contributes to the global efforts to achieve the SDGs 4, 5, and 9.

show abstract