The earlySTEM Program: An Evaluation through Teacher Perceptions

Autor/inn/en	Mesutoglu, Canan; Corlu, Mehmet Sencer
Titel	The earlySTEM Program: An Evaluation through Teacher Perceptions
Quelle	In: Canadian Journal of Science, Mathematics and Technology Education, 23 (2023) 1, S.145-160 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mesutoglu, Canan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-6156
DOI	10.1007/s42330-023-00264-3
Schlagwörter	Early Childhood Education; STEM Education; Program Evaluation; Teacher Attitudes; Early Childhood Teachers; Curriculum Implementation; Integrated Curriculum; Teaching Skills; Elementary School Students; Skill Development; Relevance (Education) + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; STEM; Programme evaluation; Programmevaluation; Lehrerverhalten; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Kompetenzentwicklung; Qualifikationsentwicklung; Relevance; Relevanz
Abstract	Conceptually grounded curricular materials in the context of professional development programs facilitate teachers' adoption of new pedagogies. Even though science, technology, engineering, and mathematics (STEM) professional development opportunities for early grade level teachers continue to receive attention, one existing challenge is to support teachers further in implementing well-defined integrated STEM curricula. The earlySTEM program supports K--4 teachers with the systematically developed earlySTEM curriculum, its associated curricular materials, and year-long mentoring. The program was implemented in 26 schools. This mid-evaluation investigated teacher perceptions of the earlySTEM program with a focus on contributions and challenges. A total of 134 teachers from the 26 schools responded to a survey with open-ended questions. Survey data were analyzed using a descriptive approach. The findings indicated that the teachers had positive experiences with the earlySTEM program. The results revealed that the earlySTEM program is perceived to have contributed to (a) teachers' STEM teaching skills and STEM conceptualizations and (b) students' skills development and awareness on the connection of the curriculum content to real-world problems. The results also document the perceived challenge in implementing the earlySTEM curriculum: need for more classroom time. The conclusions offer insights for similar program designs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01