Teachers’ STEM Knowledge, Attitudes, and Beliefs Predict Children’s STEM Habits of Mind: A Multilevel Model

• In Event: Promoting STEM Learning in Early Childhood

Abstract

This study aimed to investigate whether teachers’ knowledge, attitudes and beliefs of STEM teaching predict young children’s STEM habits of mind. We tested a multilevel model with a total of 93 teachers and their 2144 students in 11 Chinese kindergartens. Results showed that kindergarten teachers’ STEM knowledge was positively related to their STEM teaching comfort and beliefs about children’s benefits from STEM education. Also, teachers’ STEM teaching comfort was significantly related to children’s STEM habits of mind. The findings can provide insights into how teachers can better prepare themselves to teach STEM effectively, ultimately improving children’s STEM learning outcomes.

Keywords: STEM knowledge; STEM teaching attitudes and beliefs; children’s STEM habits of mind; early childhood education; Chinese kindergarten teachers

Authors

• Chan Wang, The Chinese University of Hong Kong

• Weipeng Yang, The Education University of Hong Kong

• Ming Ming Chiu, The Education University of Hong Kong