Early Childhood STEM Education for Sustainable Development

Round 1

Reviewer 1 Report

This is a very good research and draw some valuable findings for implications and existing practice. The following suggestions can be considered for revisions for a high quality article.

1. Abstract needs to be focused, avoid "this paper", "we will" etc better this research. A good flow would be research- methods-sample-results-implications. Use full 200 words. A good rewrite would attract this article.
2. Before methods draw a conceptual framework connecting all aspects- this would provide insight to settings and research design.
3. Each vignette needs a highlight in a box and it will make a reader-friendly approach. 
4. Overall findings needs to be highlighted based based on each of the vignettes.
5. Probably conclusion could be in dot points based on some of the implications. 

Author Response

Thank you for your comments which have strengthened this paper.

Author Response File: Author Response.pdf

Reviewer 2 Report

(43) What is the difference between ESD and EfS?

(53) A brief reflection on the goals of STEM education and compatible teaching strategies is needed.

(63) Quite the contrary, in fact this quote is old enough not to draw conclusions today

(107) There are references on the influence of early childhood experiences on ecological awareness:

-  Palmer, JA (1993). Development of concern for the environment and formative experiences of educators. The Journal of Environmental Education, 24(3), 26-30.

- Hsu, S-H (2009). Significant life experiences affect environmental action: a confirmation study in eastern Taiwan. Environmental Education Research, 15(4), 497-517, DOI: 10.1080/13504620903076973

- Palmer, JA (1993). Development of concern for the environment and formative experiences of educators. The Journal of Environmental Education, 24(3), 26-30.

(132) The objectives of STEM and ESD are different, they should be contrasted in a table and then make the compatibility proposal

(140) The acronym was already defined

(150) What does the number 4 mean in STEM4SD?

(153) ESD has a social, political, economic and moral dimension that is not considered in STEM

(225) It is poorly described, it should be precisely indicated: samples, context, instruments, timing, data analysis techniques, if it is possible by means of a table

(253) The reported experience is interpreted as STEM4SD in a forced way, where are STEM and SD present?

(342) Only computational language and technology are developed

(364) STEM-SD connection nowhere to be seen

(420) Review in detail, there are many errors

There are several typographical and formatting errors highlighted on the attached file

Comments for author File: Comments.pdf

Author Response

Thank you for your comments which have strengthened this paper.

Author Response File: Author Response.pdf

Round 2

Reviewer 2 Report

Line 163 "p1"

The reference 29 is not arranged alphabetically 

Author Response

The final revisions as request:

1. Line 163 "p1"
2. The reference 29 is not arranged alphabetically

Have been completed