The Impact of an Integrated Pre-K STEM Curriculum on Teachers' Engineering Content Knowledge, Self-Efficacy, and Teaching Practices

Autor/inn/en	Sibuma, Bernadette; Wunnava, Susmitha; John, Melissa-Sue; Anggoro, Florencia; Dubosarsky, Mia
Titel	The Impact of an Integrated Pre-K STEM Curriculum on Teachers' Engineering Content Knowledge, Self-Efficacy, and Teaching Practices
Quelle	(2018), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	STEM Education; Preschool Teachers; Pedagogical Content Knowledge; Self Efficacy; Teaching Methods; Randomized Controlled Trials; Curriculum; Control Groups; Experimental Groups; Knowledge Level; Hypothesis Testing; Comparative Analysis; Teacher Surveys; Program Implementation; Regression (Statistics); Massachusetts + Suchen Sie Ihr Suchwort? STEM; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pädagogische Kompetenz; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Curricula; Lehrplan; Rahmenplan; Wissensbasis; Hypothesenprüfung; Hypothesentest; Regression; Regressionsanalyse; Master-Studiengang
Abstract	This paper reports a pilot study to determine the potential impact of an integrated STEM curriculum on Pre-K teachers' engineering content knowledge, self-efficacy and teaching practice. Using a randomized control trial design, researchers examined the impact of the curriculum in 17 Pre-K classrooms (8 intervention classrooms, 9 control classrooms) in central Massachusetts. Questionnaires measuring STEM and engineering content knowledge, self-efficacy and teaching practice were administered to participating Pre-K teachers (N = 42; 21 intervention, 21 control) in Fall 2017 and again in Spring 2018. Baseline analysis showed no significant differences in engineering and STEM content knowledge, pedagogical content knowledge, or teaching self-efficacy at the start of the pilot study between intervention and comparison classroom teachers. Fidelity of implementation was measured using an observation instrument developed by the project team based on a published implementation science framework. We hypothesized that teachers who implement the integrated STEM curriculum will have significantly higher engineering pedagogical content knowledge and self-efficacy than teachers in the comparison group. As well the teachers who implement the integrated STEM curriculum will show significant gains in their engineering pedagogical content knowledge and self-efficacy in teaching engineering and STEM as a result of their participation. [This paper was published in: "2018 IEEE Integrated STEM Conference (ISEC)" p234-237. ISBN 978-1-5386-3309-0. Institute of Electrical and Electronics Engineers.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01