Integrated STEM Teaching: Innovative STEM Training for Preschool and Primary School Teachers

Yıl 2024, Sayı: 26, 27 – 40, 29.07.2024

Defne Yabaş Tuğba Abanoz

https://doi.org/10.30786/jef.1404946

Öz

The effective implementation of STEM education relies on qualified and well-educated teachers who employ good practices for integrated STEM education. Quality STEM education equips children with the necessary skills to address 21st-century challenges, playing a critical role in developing critical thinking, communication, collaboration, creativity, problem-solving, and responsibility. In this context, preschool and primary school teachers were recommended to attend STEM Professional Development (PD). This study aimed to determine the impact of the EarlySTEM Leader Teacher PD Program on teachers’ ability to design STEM lesson plans, using mixed method. Researchers analyzed the STEM lesson plans prepared by preschool and primary school teachers (n=33) who participated in the integrated STEM PD program. All participants who met the graduation criteria were included in the study. The plans were evaluated using the Authentic Problems of Knowledge Society (APoKS) rubric. The findings showed that the Integrated STEM PD program positively influenced teachers’ lesson planning skills, specifically when writing the APoKS. The implications of the study were discussed in detail.

Anahtar Kelimeler

early STEM education, teachers' professional development, early childhood, primary school, preschool

Kaynakça

  • Abanoz, T. (2020). The examination of the impact of science education activities based on STEM approach on preschool term children’s science process skills. [Unpublished doctoral dissertation]. Gazi University.
  • Abanoz, T., & Yabaş, D. (2023). My world of machines: An integrated STEM education curriculum for early childhood teachers. European Early Childhood Education Research Journal, 31(3), 470-487. https://doi.org/10.1080/1350293X.2022.2127822
  • Akgündüz, D., & Mesutoğlu, C. (2021). Science, technology, engineering, and mathematics education for industry 4.0 in technical and vocational high schools: Investigation of teacher professional development. Science Education International, 32(2), 172-181. https://doi.org/10.33828/sei.v32.i2.11
  • Amran, M. S., Abu Bakar, K., Surat, S., Mahmud, S. N. D., & Mohd Shafie, A. A. (2021). Assessing preschool teachers’ challenges and needs for creativity in STEM education. Asian Journal of University Education, 17(3), 99-108. https://doi.org/10.24191/ajue.v17i3.14517
  • Annawati, B. D., Tamah, S. M., & Kumala Dewi, C. D. C. (2022). Improving early childhood teachers’ professionalism in STEM education. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), 13(2), 4678-4684.
  • Aşık, G., Doğança Küçük, Z., Helvacı, B., & Corlu, M. S. (2017). Integrated teaching project: A sustainable approach to teacher education. Turkish Journal of Education, 6(4), 200-215. https://doi.org/10.19128/turje.332731
  • Avery, Z. K., & Reeve, E. M. (2013). Developing effective STEM professional development programs. Journal of Technology Education, 25(1), 55-69.
  • Ayob, A. (2020). STEM-STEAM in early childhood education in Malaysia. Retrieved from https://www.childresearch.net/projects/pdf/projects_fullpaper_2020_03.pdf (25.07.2023).
  • Başaran, M. (2018). The applicability of STEM approach in preschool education (Action research). [Unpublished doctoral dissertation]. Gaziantep University.
  • Bennison, A., & Geiger, V. (2020). Numeracy across the curriculum as a model of integrating mathematics and science. In J. Anderson & Y. Li (Eds.), Integrated approaches to STEM education (pp. 117-136). Springer.
  • Brown, R. E., & Bogiages, C. A. (2019). Professional development through STEM integration: How early career math and science teachers respond to experiencing integrated STEM tasks. International Journal of Science and Mathematics Education, 17, 111-128.
  • Buchter, J., Kucskar, M., Oh-Young, C., Welgarz-Ward, J., & Gelfer, J. (2017). Supporting STEM in early childhood education. Policy Issues in Nevada Education, 1-12. Retrieved from https://digitalscholarship.unlv.edu/co_educ_policy/2.
  • Bybee, R. W., & Fuchs, B. (2006). Preparing the 21st century workforce: A new reform in science and technology education. Journal of Research in Science Teaching, 43(4), 349-352. https://doi.org/10.1002/tea.20147
  • Campbell, C., Speldewinde, C., Howitt, C., & MacDonald, A. (2018). STEM practice in the early years. Creative Education, 9, 11-25. https://doi.org/10.4236/ce.2018.91002
  • Chatzopoulos, A., Tzerachoglou, A., Priniotakis, G., Papoutsidakis, M., Drosos, C., & Symeonaki, E. (2023). Using STEM to Educate Engineers about Sustainability: A Case Study in Mechatronics Teaching and Building a Mobile Robot Using Upcycled and Recycled Materials. Sustainability, 15(21), 15187.
  • Choi, Y., & Hong, S. H. (2013). The development and application effects of STEAM program about “World of Small Organisms” unit in elementary science. Elementary Science Education, 32(3), 361-377.
  • Clements, D. H., & Sarama, J. (2020). Mathematics in early learning environments. In L. E. Cohen & S. Waite-Stupiansky (Eds.), STEM in early childhood education (pp. 63-80). Routledge.
  • Clements, D. H., Vinh, M., Lim, C.-I., & Sarama, J. (2020). STEM for inclusive excellence and equity. Early Education and Development, 32(1), 148–171. https://doi.org/10.1080/10409289. 2020.1755776
  • Coley, R. J., & Loh, M. N. (2018). STEM starts early: Grounding science, technology, engineering, and math education in early childhood. New America.
  • Corlu, M. S. (2017). Bütünleşik öğretmenlik çerçevesi [Integrated teaching framework]. In M. S. Corlu & E. Çallı (Eds.), STEM kuram ve uygulamaları [STEM: Theory and Practice] (pp.1-10). Pusula.
  • Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE.
  • Dejarnette, N. K. (2018). Implementing STEAM in the early childhood classroom. European Journal of STEM Education, 3(3), 18. https://doi.org/10.20897/ejsteme/3878
  • Du, W., Liu, D., Johnson, C. C., Sondergeld, T. A., Bolshakova, V. L. J., & Moore, T. J. (2019). The impact of integrated STEM professional development on teacher quality. School Science and Mathematics, 119, 105-114. DOI: 10.1111/ssm.12318.
  • Dubosarsky, M., John, M. S., Anggoro, F., Wunnava, S., & Celik, U. (2018). Seeds of STEM: The development of a problem-based STEM curriculum for early childhood classrooms. In L. English, & T. Moore (Eds.), Early engineering learning, early mathematics learning and development (pp. 249–269). Springer. https://doi.org/10.1007/978-981-10-8621-2_12.
  • Ellerton, P., & Kelly, R. (2022). Creativity and critical thinking. In A.Berry, C.Buntting, D.Corrigan, R. Gunstone (Eds.), Education in the 21st century: STEM, creativity and critical thinking (pp.9-29). Springer
  • Fitzallen, N. (2015). STEM education: What does mathematics have to offer? In M. Marshman, V. Geiger, & A. Bennison (Eds.), Mathematics education in the margins (Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia) (pp. 237–244). Sunshine Coast: MERGA.
  • Gardner, K., Glassmeyer, D., & Worthy, R. (2019). Impacts of STEM professional development on teachers’ knowledge, self-efficacy, and practice. Frontiers in Education, 4(26), 1-10. DOI: 10.3389/feduc.2019.00026.
  • Herbert, S., & Cripps Clark, J. (2020). Putting the M back into STEM: Lessons from STEM professional development. Australian Mathematics Education Journal, 2(4), 11-17. https://search.informit.org/doi/10.3316/informit.654706729725825
  • John, M. S., Sibuma, B., Wunnava, S., Anggoro, F., & Dubosarsky, M. (2018). An iterative participatory approach to developing an early childhood problem-based STEM curriculum. European Journal of STEM Education, 3(3), 07. https://doi.org/10.20897/ejsteme/3867
  • Kelly, R. (2016). Creative development: Transforming education through design thinking, innovation and invention. Brush Education.
  • Maass, K., Geiger, V., Ariza, M. R., & Goos, M. (2019). The role of mathematics in interdisciplinary STEM education. ZDM- Mathematics Education, 51(6), 869–884. https://doi.org/10.1007/s11 858-019-01100-5.
  • MacDonald, A., Danaia, L., Sikder, S., & Huser, C. (2021). Early childhood educators’ beliefs and confidence regarding STEM education. International Journal of Early Childhood, 53(3), 241–259. https://doi.org/10.1007/s13158-021-00295-7
  • McClure, E. R., Guernsey, L., Clements, D. H., Bales, S. N., Nichols, J., Kendall-Taylor, N., & Levine, M. H. (2017). STEM starts early: Grounding science, technology, engineering, and math education in early childhood. The Joan
  • Ganz Cooney Center at Sesame Workshop. https://eric. ed.gov/?id=ED574402.
  • Mohamad Hasim, S., Rosli, R., Halim, L., Capraro, M. M., & Capraro, R. M. (2022). STEM professional development activities and their impact on teacher knowledge and instructional practices. Mathematics, 10(7), 1109. https://doi.org/10.3390/math10071109
  • Mohd Saat, R., Mohd Fadzil, H., Adli, D., & Awang, K. (2021). STEM teachers’ professional development through scientist-teacher-students partnership (STSP). Jurnal Pendidikan IPA Indonesia, 10(3), 357–367. http://dx.doi.org/10.15294/jpii.v10i3.27845
  • Moomaw, S. (2013). Teaching STEM in the Early Years. Redleaf Press.
  • Moomaw, S., & Davis, J. A. (2010). STEM comes to preschool. Young Children, 65(5), 12-18.
  • Nesmith, S. M., & Cooper, S. (2019). Engineering process as a focus: STEM professional development with elementary STEM-focused professional development schools. School Science and Mathematics, 119(8), 487–498. https://doi.org/10.1111/ssm.12306
  • Nguyen, T.P.L. (2023) Integrating circular economy into STEM education: A promising pathway toward circular citizenship development. Front. Educ. 8, 1063755. doi: 10.3389/feduc.2023.1063755
  • Owens, D. C., Sadler, T. D., Murakami, C. D., & Lin, C. (2018). Teachers’ views on and preferences for meeting their professional development needs in STEM. School Science and Mathematics, 118(8), 370–384. https://doi.org/10.1111/ssm.12306
  • Pardede, P. (2020). Integrated the 4Cs into EFL integrated skills learning. Journal of English Teaching, 6(1), 71–85. https://doi.org/10.33541/jet.v6i1.1900
  • Park, M.H., Dimitrov, D. M., Patterson, L. G., & Park, D.Y. (2017). Early childhood teachers’ beliefs about readiness for teaching science, technology, engineering, and mathematics. Journal of Early Childhood Research, 15(3), 275–291. https://doi.org/10.1177/1476718X15614040.
  • Qablan, A. (2021). Assessing teachers' education and professional development needs to implement STEM after participating in an intensive summer professional development program. Journal of STEM Education, 22(1), 75–80.
  • Stehle, S. M., & Peters-Burton, E. E. (2019). Developing student 21st Century skills in selected exemplary inclusive STEM high schools. International Journal of STEM Education, 6(39). https://doi.org/10.1186/s40594-019-0192-1
  • Vaughan, M., & Beers, C. (2017). Using an exploratory professional development initiative to introduce iPads in the early childhood education classroom. Early Childhood Education Journal, 45(3), 321–331. https://doi.org/10.1007/s10643-016-0772-3.
  • Vincent-Lacrin, S. (2022). Fostering students’ creativity and critical thinking in science education. In A. Berry, C. Buntting, D. Corrigan, R. Gunstone (Eds.), Education in the 21st century: STEM, creativity and critical thinking (pp.29-49). Springer
  • Walan, S. (2021). The dream performance–a case study of young girls’ development of interest in STEM and 21st century skills, when activities in a makerspace were combined with drama. Research in Science & Technological Education, 39(1), 23–43. https://doi.org/10.1080/02635143.2019.1647157
  • Wan, Z. H., Jiang, Y., & Zhan, Y. (2021). STEM education in early childhood: A review of empirical studies. Early Education and Development, 32(7), 940–962. https://doi.org/10.1080/10409289.2020.1814986
  • Yabaş, D., & Corlu, M. S. (2021). STEM Leader Teacher. In S. Saraç, H. G. Ogelman, & D. Amca-Toklu (Eds.), New Generation Teacher (pp. 119–142). Vizetek.
  • Yabaş, D., Canbazoğlu-Bilici, S., Abanoz, T., Kurutaş, B. S., & Corlu, M. S. (2023). An exploration of co-teaching in STEM teacher professional development program in Turkey. In S. M. Al-Balushi, L. Martin-Hansen, & Y. Song (Eds.), Reforming Science Teacher Education Programs in the STEM Era (pp. 199–215). Springer.

Yıl 2024, Sayı: 26, 27 – 40, 29.07.2024

Defne Yabaş Tuğba Abanoz

https://doi.org/10.30786/jef.1404946

Öz

Kaynakça

  • Abanoz, T. (2020). The examination of the impact of science education activities based on STEM approach on preschool term children’s science process skills. [Unpublished doctoral dissertation]. Gazi University.
  • Abanoz, T., & Yabaş, D. (2023). My world of machines: An integrated STEM education curriculum for early childhood teachers. European Early Childhood Education Research Journal, 31(3), 470-487. https://doi.org/10.1080/1350293X.2022.2127822
  • Akgündüz, D., & Mesutoğlu, C. (2021). Science, technology, engineering, and mathematics education for industry 4.0 in technical and vocational high schools: Investigation of teacher professional development. Science Education International, 32(2), 172-181. https://doi.org/10.33828/sei.v32.i2.11
  • Amran, M. S., Abu Bakar, K., Surat, S., Mahmud, S. N. D., & Mohd Shafie, A. A. (2021). Assessing preschool teachers’ challenges and needs for creativity in STEM education. Asian Journal of University Education, 17(3), 99-108. https://doi.org/10.24191/ajue.v17i3.14517
  • Annawati, B. D., Tamah, S. M., & Kumala Dewi, C. D. C. (2022). Improving early childhood teachers’ professionalism in STEM education. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), 13(2), 4678-4684.
  • Aşık, G., Doğança Küçük, Z., Helvacı, B., & Corlu, M. S. (2017). Integrated teaching project: A sustainable approach to teacher education. Turkish Journal of Education, 6(4), 200-215. https://doi.org/10.19128/turje.332731
  • Avery, Z. K., & Reeve, E. M. (2013). Developing effective STEM professional development programs. Journal of Technology Education, 25(1), 55-69.
  • Ayob, A. (2020). STEM-STEAM in early childhood education in Malaysia. Retrieved from https://www.childresearch.net/projects/pdf/projects_fullpaper_2020_03.pdf (25.07.2023).
  • Başaran, M. (2018). The applicability of STEM approach in preschool education (Action research). [Unpublished doctoral dissertation]. Gaziantep University.
  • Bennison, A., & Geiger, V. (2020). Numeracy across the curriculum as a model of integrating mathematics and science. In J. Anderson & Y. Li (Eds.), Integrated approaches to STEM education (pp. 117-136). Springer.
  • Brown, R. E., & Bogiages, C. A. (2019). Professional development through STEM integration: How early career math and science teachers respond to experiencing integrated STEM tasks. International Journal of Science and Mathematics Education, 17, 111-128.
  • Buchter, J., Kucskar, M., Oh-Young, C., Welgarz-Ward, J., & Gelfer, J. (2017). Supporting STEM in early childhood education. Policy Issues in Nevada Education, 1-12. Retrieved from https://digitalscholarship.unlv.edu/co_educ_policy/2.
  • Bybee, R. W., & Fuchs, B. (2006). Preparing the 21st century workforce: A new reform in science and technology education. Journal of Research in Science Teaching, 43(4), 349-352. https://doi.org/10.1002/tea.20147
  • Campbell, C., Speldewinde, C., Howitt, C., & MacDonald, A. (2018). STEM practice in the early years. Creative Education, 9, 11-25. https://doi.org/10.4236/ce.2018.91002
  • Chatzopoulos, A., Tzerachoglou, A., Priniotakis, G., Papoutsidakis, M., Drosos, C., & Symeonaki, E. (2023). Using STEM to Educate Engineers about Sustainability: A Case Study in Mechatronics Teaching and Building a Mobile Robot Using Upcycled and Recycled Materials. Sustainability, 15(21), 15187.
  • Choi, Y., & Hong, S. H. (2013). The development and application effects of STEAM program about “World of Small Organisms” unit in elementary science. Elementary Science Education, 32(3), 361-377.
  • Clements, D. H., & Sarama, J. (2020). Mathematics in early learning environments. In L. E. Cohen & S. Waite-Stupiansky (Eds.), STEM in early childhood education (pp. 63-80). Routledge.
  • Clements, D. H., Vinh, M., Lim, C.-I., & Sarama, J. (2020). STEM for inclusive excellence and equity. Early Education and Development, 32(1), 148–171. https://doi.org/10.1080/10409289. 2020.1755776
  • Coley, R. J., & Loh, M. N. (2018). STEM starts early: Grounding science, technology, engineering, and math education in early childhood. New America.
  • Corlu, M. S. (2017). Bütünleşik öğretmenlik çerçevesi [Integrated teaching framework]. In M. S. Corlu & E. Çallı (Eds.), STEM kuram ve uygulamaları [STEM: Theory and Practice] (pp.1-10). Pusula.
  • Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE.
  • Dejarnette, N. K. (2018). Implementing STEAM in the early childhood classroom. European Journal of STEM Education, 3(3), 18. https://doi.org/10.20897/ejsteme/3878
  • Du, W., Liu, D., Johnson, C. C., Sondergeld, T. A., Bolshakova, V. L. J., & Moore, T. J. (2019). The impact of integrated STEM professional development on teacher quality. School Science and Mathematics, 119, 105-114. DOI: 10.1111/ssm.12318.
  • Dubosarsky, M., John, M. S., Anggoro, F., Wunnava, S., & Celik, U. (2018). Seeds of STEM: The development of a problem-based STEM curriculum for early childhood classrooms. In L. English, & T. Moore (Eds.), Early engineering learning, early mathematics learning and development (pp. 249–269). Springer. https://doi.org/10.1007/978-981-10-8621-2_12.
  • Ellerton, P., & Kelly, R. (2022). Creativity and critical thinking. In A.Berry, C.Buntting, D.Corrigan, R. Gunstone (Eds.), Education in the 21st century: STEM, creativity and critical thinking (pp.9-29). Springer
  • Fitzallen, N. (2015). STEM education: What does mathematics have to offer? In M. Marshman, V. Geiger, & A. Bennison (Eds.), Mathematics education in the margins (Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia) (pp. 237–244). Sunshine Coast: MERGA.
  • Gardner, K., Glassmeyer, D., & Worthy, R. (2019). Impacts of STEM professional development on teachers’ knowledge, self-efficacy, and practice. Frontiers in Education, 4(26), 1-10. DOI: 10.3389/feduc.2019.00026.
  • Herbert, S., & Cripps Clark, J. (2020). Putting the M back into STEM: Lessons from STEM professional development. Australian Mathematics Education Journal, 2(4), 11-17. https://search.informit.org/doi/10.3316/informit.654706729725825
  • John, M. S., Sibuma, B., Wunnava, S., Anggoro, F., & Dubosarsky, M. (2018). An iterative participatory approach to developing an early childhood problem-based STEM curriculum. European Journal of STEM Education, 3(3), 07. https://doi.org/10.20897/ejsteme/3867
  • Kelly, R. (2016). Creative development: Transforming education through design thinking, innovation and invention. Brush Education.
  • Maass, K., Geiger, V., Ariza, M. R., & Goos, M. (2019). The role of mathematics in interdisciplinary STEM education. ZDM- Mathematics Education, 51(6), 869–884. https://doi.org/10.1007/s11 858-019-01100-5.
  • MacDonald, A., Danaia, L., Sikder, S., & Huser, C. (2021). Early childhood educators’ beliefs and confidence regarding STEM education. International Journal of Early Childhood, 53(3), 241–259. https://doi.org/10.1007/s13158-021-00295-7
  • McClure, E. R., Guernsey, L., Clements, D. H., Bales, S. N., Nichols, J., Kendall-Taylor, N., & Levine, M. H. (2017). STEM starts early: Grounding science, technology, engineering, and math education in early childhood. The Joan
  • Ganz Cooney Center at Sesame Workshop. https://eric. ed.gov/?id=ED574402.
  • Mohamad Hasim, S., Rosli, R., Halim, L., Capraro, M. M., & Capraro, R. M. (2022). STEM professional development activities and their impact on teacher knowledge and instructional practices. Mathematics, 10(7), 1109. https://doi.org/10.3390/math10071109
  • Mohd Saat, R., Mohd Fadzil, H., Adli, D., & Awang, K. (2021). STEM teachers’ professional development through scientist-teacher-students partnership (STSP). Jurnal Pendidikan IPA Indonesia, 10(3), 357–367. http://dx.doi.org/10.15294/jpii.v10i3.27845
  • Moomaw, S. (2013). Teaching STEM in the Early Years. Redleaf Press.
  • Moomaw, S., & Davis, J. A. (2010). STEM comes to preschool. Young Children, 65(5), 12-18.
  • Nesmith, S. M., & Cooper, S. (2019). Engineering process as a focus: STEM professional development with elementary STEM-focused professional development schools. School Science and Mathematics, 119(8), 487–498. https://doi.org/10.1111/ssm.12306
  • Nguyen, T.P.L. (2023) Integrating circular economy into STEM education: A promising pathway toward circular citizenship development. Front. Educ. 8, 1063755. doi: 10.3389/feduc.2023.1063755
  • Owens, D. C., Sadler, T. D., Murakami, C. D., & Lin, C. (2018). Teachers’ views on and preferences for meeting their professional development needs in STEM. School Science and Mathematics, 118(8), 370–384. https://doi.org/10.1111/ssm.12306
  • Pardede, P. (2020). Integrated the 4Cs into EFL integrated skills learning. Journal of English Teaching, 6(1), 71–85. https://doi.org/10.33541/jet.v6i1.1900
  • Park, M.H., Dimitrov, D. M., Patterson, L. G., & Park, D.Y. (2017). Early childhood teachers’ beliefs about readiness for teaching science, technology, engineering, and mathematics. Journal of Early Childhood Research, 15(3), 275–291. https://doi.org/10.1177/1476718X15614040.
  • Qablan, A. (2021). Assessing teachers' education and professional development needs to implement STEM after participating in an intensive summer professional development program. Journal of STEM Education, 22(1), 75–80.
  • Stehle, S. M., & Peters-Burton, E. E. (2019). Developing student 21st Century skills in selected exemplary inclusive STEM high schools. International Journal of STEM Education, 6(39). https://doi.org/10.1186/s40594-019-0192-1
  • Vaughan, M., & Beers, C. (2017). Using an exploratory professional development initiative to introduce iPads in the early childhood education classroom. Early Childhood Education Journal, 45(3), 321–331. https://doi.org/10.1007/s10643-016-0772-3.
  • Vincent-Lacrin, S. (2022). Fostering students’ creativity and critical thinking in science education. In A. Berry, C. Buntting, D. Corrigan, R. Gunstone (Eds.), Education in the 21st century: STEM, creativity and critical thinking (pp.29-49). Springer
  • Walan, S. (2021). The dream performance–a case study of young girls’ development of interest in STEM and 21st century skills, when activities in a makerspace were combined with drama. Research in Science & Technological Education, 39(1), 23–43. https://doi.org/10.1080/02635143.2019.1647157
  • Wan, Z. H., Jiang, Y., & Zhan, Y. (2021). STEM education in early childhood: A review of empirical studies. Early Education and Development, 32(7), 940–962. https://doi.org/10.1080/10409289.2020.1814986
  • Yabaş, D., & Corlu, M. S. (2021). STEM Leader Teacher. In S. Saraç, H. G. Ogelman, & D. Amca-Toklu (Eds.), New Generation Teacher (pp. 119–142). Vizetek.
  • Yabaş, D., Canbazoğlu-Bilici, S., Abanoz, T., Kurutaş, B. S., & Corlu, M. S. (2023). An exploration of co-teaching in STEM teacher professional development program in Turkey. In S. M. Al-Balushi, L. Martin-Hansen, & Y. Song (Eds.), Reforming Science Teacher Education Programs in the STEM Era (pp. 199–215). Springer.

Toplam 51 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Hizmetiçi Eğitim, Okul Öncesi Eğitim, Bilim, Teknoloji ve Mühendislik Eğitimi ve Programlarının Geliştirilmesi
BölümMakaleler
Yazarlar

Defne Yabaş BAHÇEŞEHİR ÜNİVERSİTESİ 0000-0001-5575-510X Türkiye

Tuğba Abanoz ANKARA ÜNİVERSİTESİ 0000-0001-8905-4002 Türkiye

Yayımlanma Tarihi29 Temmuz 2024
Gönderilme Tarihi27 Aralık 2023
Kabul Tarihi5 Haziran 2024
Yayımlandığı Sayı Yıl 2024 Sayı: 26

Kaynak Göster

APAYabaş, D., & Abanoz, T. (2024). Integrated STEM Teaching: Innovative STEM Training for Preschool and Primary School Teachers. Journal of Education and Future(26), 27-40. https://doi.org/10.30786/jef.1404946
AMAYabaş D, Abanoz T. Integrated STEM Teaching: Innovative STEM Training for Preschool and Primary School Teachers. JEF. Temmuz 2024;(26):27-40. doi:10.30786/jef.1404946
ChicagoYabaş, Defne, ve Tuğba Abanoz. “Integrated STEM Teaching: Innovative STEM Training for Preschool and Primary School Teachers”. Journal of Education and Future, sy. 26 (Temmuz 2024): 27-40. https://doi.org/10.30786/jef.1404946.
EndNoteYabaş D, Abanoz T (01 Temmuz 2024) Integrated STEM Teaching: Innovative STEM Training for Preschool and Primary School Teachers. Journal of Education and Future 26 27–40.
IEEED. Yabaş ve T. Abanoz, “Integrated STEM Teaching: Innovative STEM Training for Preschool and Primary School Teachers”, JEF, sy. 26, ss. 27–40, Temmuz 2024, doi: 10.30786/jef.1404946.
ISNADYabaş, Defne – Abanoz, Tuğba. “Integrated STEM Teaching: Innovative STEM Training for Preschool and Primary School Teachers”. Journal of Education and Future 26 (Temmuz 2024), 27-40. https://doi.org/10.30786/jef.1404946.
JAMAYabaş D, Abanoz T. Integrated STEM Teaching: Innovative STEM Training for Preschool and Primary School Teachers. JEF. 2024;:27–40.
MLAYabaş, Defne ve Tuğba Abanoz. “Integrated STEM Teaching: Innovative STEM Training for Preschool and Primary School Teachers”. Journal of Education and Future, sy. 26, 2024, ss. 27-40, doi:10.30786/jef.1404946.
VancouverYabaş D, Abanoz T. Integrated STEM Teaching: Innovative STEM Training for Preschool and Primary School Teachers. JEF. 2024(26):27-40.

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