Poster #24 - Teachers' Educational Beliefs in Shaping Instructional Practices for Pre-K's STEM Learning

• In Event: 18.060 - MTCC Poster Session Two
  In Poster Session: 18.060-3 - Research on Science Teaching and Learning Poster Session 1

Abstract

Recently, the importance of engaging young preschool-aged children in STEM education has been emphasized. Yet, less attention has been paid to the teachers who plan and deliver the STEM lessons in their classrooms. Teachers’ implementations of science lessons are shaped by their beliefs and attitudes toward science. This study examined the educational beliefs and practices of one prekindergarten teacher. Classroom observations, interviews, and document analyses illustrate the ways in which the teacher’s beliefs emerged in her classroom teaching practices. The core beliefs include believing in children as capable decision makers; valuing different learning styles; and appreciating children’s risk-taking for learning. Findings are discussed with reference to early childhood science education policy and practice.

Authors

• Hye Ryung Won, Florida State University

• Ithel Jones, Florida State University

• Zilong Pan, The University of Texas at Austin

• Hye Sun You, Arkansas Tech University

• Kate Puckett, The University of Texas at Austin