Research Article

A teaching intervention for magnetism using STEM in kindergarten

Vasiliki Samara 1 * , Konstantinos T. Kotsis 1
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1 Department of Primary Education, University of Ioannina, Ioannina, GREECE* Corresponding Author
International Journal of Professional Development, Learners and Learning, 5(2), 2023, ep2312,
Published: 11 September 2023
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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.


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.


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