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Examining the integration of science...

Aguilar, Natalie A.

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Examining the integration of science, technology, engineering, and mathematics (STEM) in preschool and transitional kindergarten (TK) classrooms using a social-constructivist approach.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Examining the integration of science, technology, engineering, and mathematics (STEM) in preschool and transitional kindergarten (TK) classrooms using a social-constructivist approach./
Author:	Aguilar, Natalie A.
Description:	107 p.
Notes:	Source: Masters Abstracts International, Volume: 55-05.
Contained By:	Masters Abstracts International55-05(E).
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10111641
ISBN:	9781339748368

Examining the integration of science, technology, engineering, and mathematics (STEM) in preschool and transitional kindergarten (TK) classrooms using a social-constructivist approach.
Aguilar, Natalie A.

Examining the integration of science, technology, engineering, and mathematics (STEM) in preschool and transitional kindergarten (TK) classrooms using a social-constructivist approach. - 107 p.

Source: Masters Abstracts International, Volume: 55-05.

Thesis (M.A.)--Mills College, 2016.

The purpose of this study was to examine how STEM is conceptualized and integrated into early learning settings in a manner that is highly engaging for children and their learning. Data were collected through qualitative semi-structured interviews and observations to see first-hand how the educational participants integrate STEM into early childhood curricula and instruction. The data were analyzed using the lens of a social-constructivist approach to focus my observations on the manner in which teachers design STEM curricula to promote children's social interactions, collaboration, and co-construction of knowledge in their learning environment. I also used the goals and principles of STEM to guide my study and analysis of the data. Specifically, I compared and contrasted the data I collected across participants and identified evidence of the foundational principles of STEM education. Additionally, in-vivo and descriptive coding, as well as an audit trail were used to help in analysis of the data. This study found five overarching themes that emerged in the data analysis: (a) hands-on activities, (b) STEM language, (c) multipurpose tools, (d) documentation, and (e) building community and equity in STEM. Further, three main themes emerged from analysis of the interview data: (a) an integrated approach to learning, (b) experiences that are meaningful to children, and (c) the teacher's role in a STEM learning environment. This study makes a significant contribution to the literature as there is currently a scant body of knowledge about how STEM is integrated into Preschool and Transitional Kindergarten formal and informal learning settings.

ISBN: 9781339748368Subjects--Topical Terms:

518817
Early childhood education.

Examining the integration of science, technology, engineering, and mathematics (STEM) in preschool and transitional kindergarten (TK) classrooms using a social-constructivist approach.
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245 1 0 $a Examining the integration of science, technology, engineering, and mathematics (STEM) in preschool and transitional kindergarten (TK) classrooms using a social-constructivist approach.
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500 $a Source: Masters Abstracts International, Volume: 55-05.
500 $a Advisers: Julie Nicholson; Linda Perez.
502 $a Thesis (M.A.)--Mills College, 2016.
520 $a The purpose of this study was to examine how STEM is conceptualized and integrated into early learning settings in a manner that is highly engaging for children and their learning. Data were collected through qualitative semi-structured interviews and observations to see first-hand how the educational participants integrate STEM into early childhood curricula and instruction. The data were analyzed using the lens of a social-constructivist approach to focus my observations on the manner in which teachers design STEM curricula to promote children's social interactions, collaboration, and co-construction of knowledge in their learning environment. I also used the goals and principles of STEM to guide my study and analysis of the data. Specifically, I compared and contrasted the data I collected across participants and identified evidence of the foundational principles of STEM education. Additionally, in-vivo and descriptive coding, as well as an audit trail were used to help in analysis of the data. This study found five overarching themes that emerged in the data analysis: (a) hands-on activities, (b) STEM language, (c) multipurpose tools, (d) documentation, and (e) building community and equity in STEM. Further, three main themes emerged from analysis of the interview data: (a) an integrated approach to learning, (b) experiences that are meaningful to children, and (c) the teacher's role in a STEM learning environment. This study makes a significant contribution to the literature as there is currently a scant body of knowledge about how STEM is integrated into Preschool and Transitional Kindergarten formal and informal learning settings.
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