Research Article

A teaching intervention for magnetism using STEM in kindergarten

Vasiliki Samara 1 * , Konstantinos T. Kotsis 1
More Detail
1 Department of Primary Education, University of Ioannina, Ioannina, GREECE* Corresponding Author
International Journal of Professional Development, Learners and Learning, 5(2), July 2023, ep2312, https://doi.org/10.30935/ijpdll/13667
Published: 11 September 2023
OPEN ACCESS   885 Views   652 Downloads
Download Full Text (PDF)

ABSTRACT

STEM education should begin in kindergarten, as pre-school children’s engagement with science and other fields, such as technology, raises their awareness and interest in science (Mantzicopoulos et al., 2009). In addition, it provides kindergarten children with the necessary opportunities to cultivate their talents (Chesloff, 2013) and contributes to their later development (Kermani& Aldemir, 2015). Pre-school children are capable and ready to learn with a STEM approach, as they can ask investigative questions, justify their opinions, and formulate interpretations about how the world around them works (NSF, 2012). Given the importance of the universal introduction of STEM in pre-school education, this work aims to design a teaching intervention in kindergarten using STEM on the topic of magnetism. First, reference is made to the use of STEM in kindergarten and the usual learning theories on which it is based. Then, the basic methods of its application are briefly presented. Furthermore, the theoretical framework regarding children’s misconceptions about magnetism is presented. Subsequently, the research questions are formulated on which the design of the educational intervention will be based, as well as the research hypotheses arising from the bibliographic review. Then, the goals of the teaching intervention are developed in harmony with the goals of the Greek curriculum for kindergarten, and the choice of methods, means, actions, and applications is justified. Finally, interdisciplinary activities using STEM and the involvement of new technologies are proposed.

CITATION (APA)

Samara, V., & Kotsis, K. T. (2023). A teaching intervention for magnetism using STEM in kindergarten. International Journal of Professional Development, Learners and Learning, 5(2), ep2312. https://doi.org/10.30935/ijpdll/13667

REFERENCES

  1. Akturk, A. A. (2019). Development of a STEM based engineering design curriculum for parental involvement in early childhood education [Doctoral thesis, Middle East Technical University].
  2. Alan, U. (2020). Investigation of the effectiveness of STEM education program for preschoolers [Master’s thesis, Hacettepe University].
  3. Bagno, E., & Eylon, B.-S. (1997). From problem solving to a knowledge structure: An example from the domain of electromagnetism. Amrican Journal of Physics, 65(8), 726-736. https://doi.org/10.1119/1.18642
  4. Bailey, J., Francis, R. G., & Hill, D. M. (1987). Exploring ideas about magnets. Research in Science Education, 17, 113-116. https://doi.org/10.1007/BF02357178
  5. Bar, V., & Zinn, B. (1998). Similar frameworks of action-at-a-distance: Early scientists’ and pupils’ ideas. Science and Education, 7, 471-498. https://doi.org/10.1023/A:1008687204309
  6. Bar, V., Zinn, B., & Rubin, E. (1997). Children’s ideas about action at a distance. International Journal of Science Education, 19(10), 1137-1157. https://doi.org/10.1080/0950069970191003
  7. Barrow, H. (2000). Do elementary science methods textbooks facilitate the understanding of magnet concepts? Journal of Science Education and Technology, 9(3), 199-205.
  8. Bonawitz, E., Ullman, T. D., Bridgers, S., Gopnik, A., & Tenenbaum, J. B. (2019). Sticking to the evidence? A behavioral and computational case study of micro-theory change in the domain of magnetism. Cognitive Science, 43(8), e12765. https://doi.org/10.1111/cogs.12765
  9. Cambell, C., & Speldewinde, C. (2022). Early childhood STEM education for sustainable development. Sustainability, 14(6), 3524. https://doi.org/10.3390/su14063524
  10. Chatzidimitriou, P. (2015). Creating a technology-supported learning environment in the context of STEM education by combining the collaborative Jigsaw strategy with cognitive learning methods for primary school education. https://dione.lib.unipi.gr/xmlui/handle/unipi/9266
  11. Chesloff. D. (2013). STEM education must start in early childhood. Education Week, 32, 32-27.
  12. Christidou, V., Kazela, K., Kakana, D., & Valakosta, M. (2009). Teaching magnetic attraction to preschool children: A comparison of different approaches. The International Journal of Learning Annual Review, 16(2), 115-128. https://doi.org/10.18848/1447-9494/CGP/v16i02/46130
  13. Constantinou, C., Raftopoulos, A., Spanoudes, G., & Natsopoulos, D. (2013). Pre-schoolers’ construction of operational definitions in magnetism. The Journal of Emergent Science, 5, 6-21.
  14. Crippen, K. J., & Archambault, L. (2012). Scaffolded inquiry-based instruction with technology: A signature pedagogy for STEM education. Computers in the Schools, 29(1-2), 157-173. https://doi.org/10.1080/07380569.2012.658733
  15. Dimitriou, D. (2015). Cultivating science skills in kindergarten by teaching magnets and their properties. http://dspace.uowm.gr/xmlui/handle/123456789/200
  16. Driver, R., Asoko, H., Leach, J., Mortimer, E., & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23(7), 5-12. https://doi.org/10.3102/0013189X023007005
  17. Driver, R., Squires, A., Rushworth, P., & Wood-Robinson, V. (1998). Building science concepts. A global summary of student ideas. Print.
  18. Educational Policy Institute. (2014). New curriculum for kindergarten. https://www.esos.gr/sites/default/files/articleslegacy/1947_1o_meros_pps_nipiagogeioy.pdf
  19. Finley, F.-N. (1986). Evaluating instruction: The complementary useof clinical interviews. Journal of Research in Science Teaching, 23(7), 635-650.
  20. Frey, K. (1991). Project method. Kyriakidis.
  21. Gopnik, A. (2012). Scientific thinking in Young children: Theoretical advances, empirical research, and policy implications. Science, 337(6102), 1623-1627. https://doi.org/10.1126/science.1223416
  22. Gulcicek, N. (2004). Kavramsal değişim metinlerinin öğrencilerin manyetizma konusunu anlamalarına ve fizik tutumlarına etkisi [The effect of conceptual change texts on students’ understanding on magnetism subject and attitudes towards physics] [Unpublished master’s thesis]. Gazi University, Ankara.
  23. Gunes, B. (2017). Doğru bilinen yanlışlardan, yanlış bilinen doğrulara: Fizikte kavram yanılgıları [From correct known incorrect to incorrect known corrects]. Palme Yayıncılık [Palme Publishing].
  24. Gunsen, G., Fazlioglu, Y., & Bayir, E. (2017). STEM-based preschool teaching application example and its effects on 5-year-old children: “Come on, we make our drinking water!” In Proceedings of the 6th International Eurasian Educational Research Congress.
  25. Hickey, R., & Schibeci, R. A. (1999). The attraction of magnetism. Physics Education, 34(6), 383-388. https://doi.org/10.1088/0031-9120/34/6/408
  26. Kalogiannakis, M., Nirgianaki, G.-M., & Papadakis, S. (2018). Teaching magnetism to preschool children: The effectiveness of picture story reading. Early Childhood Education Journal, 46, 535-546. https://doi.org/10.1007/s10643-017-0884-4
  27. Karabacak, U. (2014). Öz düzenleme ve ilköğretim ikinci kademeö ğrencilerinin fen başarısının incelenmesi [Examination of self-regulation and science achievements of the 2nd levels of primary school students] [Master’s thesis, Balikesir University].
  28. Katz, L. G., & Chard, S. C. (2004). The project method: The development of critical thinking and creativity of preschool children. Atrapos.
  29. Kermani, H., & Aldemir, J. (2015). Preparing children for success: Integrating science, math, and technology in early childhood classroom. Early Child Development and Care, 185(9), 1504-1527. https://doi.org/10.1080/03004430.2015.1007371
  30. Komis, B., & Raptis, A. (2002).Computational modeling in the teaching and learning of science. In Proceedings of the 3rd Panhellenic Conference & Teaching of Natural Sciences and Application of New Technologies in Education (pp. 52-57).
  31. La Force, M., Noble, E., & Blackwell, C. (2017). Problem-based learning (PBL) and student interest in STEM careers: The roles of motivation and ability beliefs. Education Sciences, 7(4), 92. https://doi.org/10.3390/educsci7040092
  32. Lemmer, M., Kriek, J., & Erasmus, B. (2018). Analysis of students’ conceptions of basic magnetism from a complex systems perspective. Research in Science Education, 50, 375-392. https://doi.org/10.1007/s11165-018-9693-z
  33. Mann, E. L., Mann, R. L., Strutz, M. L., Duncan, D., & Yoon, S. Y. (2011). Integrating engineering into K-6 curriculum: Developing talent in the STEM disciplines. Journal of Advanced Academics, 22(4), 639-658. https://doi.org/10.1177/1932202X11415007
  34. Mantzicopoulos, P., Samarapungavan, A., & Patrick, H. (2009). The development and validation of the science learning assessment (SLA): A measure of kindergarten science learning. Journal of Advanced Academics, 20(3), 502-535. https://doi.org/10.1177/1932202X0902000306
  35. Matsangouras, H. (2003). Intersubjectivity in school knowledge. Grigori.
  36. McClure, E., Guernsey, L., Clements, D., Bales, S., 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.
  37. Mödritscher, F. (2006). E-learning theories in practice: A comparison of three methods. Journal of Universal Science and Technology of Learning, 0(0), 3-18.
  38. Moomaw, S., & Davis, J. (2010). STEM comes to preschool. Young Children, 65(5), 12-18.
  39. NSF. (2012). STEM education. https://www.nsf.gov/statistics/digest12/stem.cfm
  40. Piaget, J., & Chollet, M. (1973). Le problème de l’attraction à propos des aimants [The problem of attraction about magnets]. In J. Piaget (Ed.), La formation de la notion de force [The formation of the concept of force] (223-243). PUF.
  41. Poimenidou, Μ., & Christidou, V. (2010). Communication practices and the construction of meaning: Science activities in the kinder-garden. Creative Education, 1(2), 81-92. https://doi.org/10.4236/ce.2010.12013
  42. Raptis, A., & Raptis, A. (2004). Learning and teaching in the information age–A holistic approach. Self-Published.
  43. Ravanis, K. (1994). The discovery of elementary magnetic properties in preschool age. European Early Childhood Education Research Journal, 2(2), 79-91. https://doi.org/10.1080/13502939485207621
  44. Rendon, J. D. L., Doloretos, N. L., Capilitan, L. B., Dumaan, D. L., Mamada, M. J. D., & Mercado, J. C. (2022). Alternative teaching methods in electricity and magnetism. International Journal of Multidisciplinary: Applied Business and Education Research, 3(8), 1600-1606. https://doi.org/10.11594/ijmaber.03.08.23
  45. Samara, V., & Kotsis, K. T. (2023). The use of new technologies and robotics (STEM) in the teaching of sciences in primary education: The concept of magnetism: A bibliographic review. European Journal of Education Studies, 10(2), 51-64. https://doi.org/10.46827/ejes.v10i2.4652
  46. Scaradozzi, D., Sorbi, L., Pedale, A., Valzano, M., & Vergine, C. (2015). Teaching robotics at the primary school: An innovative approach. Procedia-Social and Behavioral Sciences, 174, 3838-3846. https://doi.org/10.1016/j.sbspro.2015.01.1122
  47. Selman, R. L., Krupa, M. P., Stone, C. R., & Jacquette, D. S. (1982). Concrete operational thought and the emergence of the concept of unseen force in children’s theories of electromagnetism and gravity. Science Education, 66, 181-194. https://doi.org/10.1002/sce.3730660205https://eric.ed.gov/?id=EJ262225
  48. Sharapan, H. (2012). From STEM to STEAM: How early childhood educators can apply Fred Rogers’ approach. Young Children, 67(1), 36.
  49. Smolleck, L., & Hershberger, V. (2011). Playing with science: An investigation of young children’s science conceptions and misconceptions. Current Issues in Education, 14(1), 1-32.
  50. Tanel, Z., & Erol, M. (2005). Lisans düzeyindeki öğrencilerin manyetik alan şiddeti, manyetik akı yoğunluğu ve manyetizasyon kavramlarına yönelik yanılgıları [Misconceptions of undergraduate students on the magnitude of magnetic field, magnetic flux density and magnetization]. Türk Fizik Derneği [Turkish Physical Society], 23.
  51. Temertzidou, E., Papadopoulou, P., & Kariotoglou, P. (2014). A study of preschool children’s skills in classifying materials based on their magnetic properties. Early Childhood Education Journal, 46(2)
  52. Tosmur-Bayazit, N., Akaygun, S., Demir, K., & Aslan-Tutak, F. (2018). An example of STEM teacher professional development: Exploration of edible cars activity from teacher education perspective. Journal of Science Teaching, 6(2), 213-232.
  53. Tozlu, I., Gulseven, E., & Tuysuz, M. (2019). Activity application for STEM education: Sample of force and energy. Yuzuncu Yil University Journal of Education Faculty, 16(1), 869-896. https://doi.org/10.23891/efdyyu.2019.145
  54. Van Hook, S., & Huziak-Clark, T. (2007). Tip-to tail: Developing a conceptual model of magnetism with kindergartens using inquiry based instruction. Journal of Elementary Science Education, 19(2), 45-58. https://doi.org/10.1007/BF03173662
  55. Zakariah, N. D., Kamarrudin, H., Tompang, Ε, Mohtar, L. E., & Halim, L. (2016). STEM teaching strategies of primary school science teachers: An exploratory study. https://www.researchgate.net/publication/311693544_STEM_Teaching_Strategies_of_Primary_School_Science_Teachers_An_Exploratory_Study