Supporting the Long-Term Development of STEM Skills Among Preschool Teachers

• In Event: Emerging Years of Schooling

Abstract

Currently, STEM research in preschools tends to focus on children’s behaviors or effectiveness of curriculums. There remains an urgent need to prepare preschool teachers to teach young children science skills. The objectives of this quantitative study were to: 1) assess the STEM knowledge and skills of teachers, 2) provide training to support teaching STEM, and 3) examine how STEM behaviors change over time. Preliminary analyses indicate in-service teacher education can have a positive effect on teachers’ science processing skills. The intervention is particularly strong in promoting skills of observation, questioning, and recording data. The basic principles of social constructivism theory and inquiry-based learning are conducive to developing these skills among teachers that in turn will enhance STEM learning among children.

Authors

• Caitlin Faas, Virginia Polytechnic Institute and State University

• Victoria R. Fu, Virginia Polytechnic Institute and State University