Preservice Early Childhood Teachers’ Science Conceptual Changes with STEM-Based Science Activities-Reference-Cited by-同舟云学术

Preservice Early Childhood Teachers’ Science Conceptual Changes with STEM-Based Science Activities

Published:2022-06-07 Issue: Volume: Page:
ISSN:2149-360X
Container-title:Journal for the Education of Gifted Young Scientists
language:en
Short-container-title:JEGYS

Author:

SİMSAR Ahmet¹,JONES Ithel²,BURAK Durmuş³

Affiliation:

1. Kilis 7 Aralık Üniversitesi

2. Florida State University

3. Kilis 7 Aralık Üniversitesi Eğitim Fakültesi

Abstract

Developing positive attitudes towards science and scientific process skills at an early age enables children to become more successful in the fields of science. This study investigates the effects of STEM-Based Science Education practices on the science conceptual changes of preservice teachers. One-phase experimental embedded pattern design, one of the mixed-method research, was used in the study. In addition, data were collected from the Science Concepts Form, STEM-based science activities plans, and application videos. The study results showed that STEM-based science activities positively impacted the science-related conceptual changes of preservice teachers.

Publisher

Journal for Educating Gifted Young Scientists (JEGYS)

Subject

Education

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