Play, Problem-Solving, STEM Conceptions, and Efficacy in STEM: An Introduction to the STEM in Early Childhood Education Special Issue
1. Play and Authentic Problem Solving
2. Children’s Conceptions of STEM Professionals
3. Teachers’ Efficacy in Early Childhood STEM
4. Conclusions
Author Contributions
Funding
Conflicts of Interest
References
- Bofferding, L.; Chen, L.; Kocabas, S.; Aqazade, M. Early Elementary Students’ Use of Shape and Location Schemas When Embedding and Disembedding. Educ. Sci. 2022, 12, 83. [Google Scholar] [CrossRef]
- Hollenstein, L.; Thurnheer, S.; Vogt, F. Problem Solving and Digital Transformation: Acquiring Skills through Pretend Play in Kindergarten. Educ. Sci. 2022, 12, 92. [Google Scholar] [CrossRef]
- Lewis Presser, A.E.; Young, J.M.; Clements, L.J.; Rosenfeld, D.; Cerrone, M.; Kook, J.F.; Sherwood, H. Exploring Preschool Data Collection and Analysis: A Pilot Study. Educ. Sci. 2022, 12, 118. [Google Scholar] [CrossRef]
- Welch, L.E.; Shumway, J.F.; Clarke-Midura, J.; Lee, V.R. Exploring Measurement through Coding: Children’s Conceptions of a Dynamic Linear Unit with Robot Coding Toys. Educ. Sci. 2022, 12, 143. [Google Scholar] [CrossRef]
- Lampley, S.A.; Dyess, S.R.; Benfield, M.P.; Davis, A.M.; Gholston, S.E.; Dillihunt, M.L.; Turner, M.W. Understanding the Conceptions of Engineering in Early Elementary Students. Educ. Sci. 2022, 12, 43. [Google Scholar] [CrossRef]
- Mitchell, A.; Lott, K.H.; Tofel-Grehl, C. Cookie-Jar Alarms: An Analysis of First Grade Students’ Gendered Conceptions of Engineers following a Programming Design Task. Educ. Sci. 2022, 12, 110. [Google Scholar] [CrossRef]
- Quílez-Cervero, C.; Diez-Ojeda, M.; López Gallego, A.A.; Queiruga-Dios, M.Á. Has the Stereotype of the Scientist Changed in Early Primary School–Aged Students Due to COVID-19? Educ. Sci. 2021, 11, 365. [Google Scholar] [CrossRef]
- Baroody, A.J.; Clements, D.H.; Sarama, J. Lessons Learned from 10 Experiments That Tested the Efficacy and Assumptions of Hypothetical Learning. Trajectories. Educ. Sci. 2022, 12, 195. [Google Scholar] [CrossRef]
- Burton, M.; Maiorca, C.; Tripp, L.O. The Relationship between Teacher Candidates’ Affective Dispositions and Instructional Planning Actions in STEM. Educ. Sci. 2022, 12, 82. [Google Scholar] [CrossRef]
- Ward, J.; DiNapoli, J.; Monahan, K. Instructional Perseverance in Early-Childhood Classrooms: Supporting Children’s Development of STEM Reasoning in a Social Justice Context. Educ. Sci. 2022, 12, 159. [Google Scholar] [CrossRef]
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. |
© 2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
Share and Cite
MacDonald, B.L.; Tofel-Grehl, C.; Searle, K.A. Play, Problem-Solving, STEM Conceptions, and Efficacy in STEM: An Introduction to the STEM in Early Childhood Education Special Issue. Educ. Sci. 2022, 12, 352. https://doi.org/10.3390/educsci12050352
MacDonald BL, Tofel-Grehl C, Searle KA. Play, Problem-Solving, STEM Conceptions, and Efficacy in STEM: An Introduction to the STEM in Early Childhood Education Special Issue. Education Sciences. 2022; 12(5):352. https://doi.org/10.3390/educsci12050352
Chicago/Turabian StyleMacDonald, Beth L., Colby Tofel-Grehl, and Kristin A. Searle. 2022. "Play, Problem-Solving, STEM Conceptions, and Efficacy in STEM: An Introduction to the STEM in Early Childhood Education Special Issue" Education Sciences 12, no. 5: 352. https://doi.org/10.3390/educsci12050352