Abstract
This study aims to help educators and researchers to understand the pedagogical practice of STEM in early childhood and its impact. To support this, 29 publications related to STEM teaching-learning methods and activities were selected in the period between 2014 and 2023. The study covers the distribution of research over time by countries, the analysis of keywords, research goals and results, research methods, STEM domains, as well as emerging teaching-learning methods and activities, and the presentation of research limitations. According to the results, digital activities and impact studies have become dominant in early childhood STEM activities. There is a small number of studies presenting educational practices related to the relationship between sustainability and STEM. It was also revealed that impact assessments regarding early childhood STEM education need further development and improvement.
License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Review Article
EURASIA J Math Sci Tech Ed, Volume 20, Issue 8, August 2024, Article No: em2481
https://doi.org/10.29333/ejmste/14779
Publication date: 01 Aug 2024
Online publication date: 09 Jul 2024
Article Views: 1658
Article Downloads: 716
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