The Relationship Between Attitude Towards STEM Education, Self-Efficacy in STEM Education, and Constructivist Beliefs of Early Childhood Teachers

Author:

Erol AhmetORCID,Canbeldek Erol MerveORCID

Publisher

Springer Science and Business Media LLC

Subject

Energy Engineering and Power Technology,Fuel Technology

Reference67 articles.

1. Anders, Y., & Rossbach, H. G. (2015). Preschool teachers’ sensitivity to mathematics in children’s play: The influence of math-related school experiences, emotional attitudes, and pedagogical beliefs. Journal of Research in Childhood Education, 29(3), 305–322.

2. Arnado, A. A., Pene, A. J. P., Fuentes, C. J. F., & Astilla, K. M. (2022). Fostering sustainable STEM education: Attitudes and self-efficacy beliefs of STEM teachers in conducting laboratory activities. International Journal of Studies in Education and Science, 3(1), 54–74.

3. Atiles, J. T., Jones, J. L., & Anderson, J. A. (2013). More than a read-aloud: Preparing and inspiring early childhood teachers to develop our future scientists. Teacher Education and Practice, 26(2), 285–299.

4. Bandura, A. (1986). Social Foundations of Thought and Action. Prentice-Hall.

5. Berlin, D. F., & White, A. L. (2010). Preservice mathematics and science teachers in an integrated teacher preparation program for grades 7–12: A 3-year study of attitudes and perceptions related to integration. International Journal of Science and Mathematics Education, 8, 97–115.

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