McClure, E., Guernsey, L., Clements, D., Bales, S., Nichols, J., Kendall-Taylor, N., & Levine, M. (2017). How to Integrate STEM Into Early Childhood Education. Science and Children, 55(2), 8.
This article highlights the efforts of a group of children determined to plant a communal garden. In order to achieve this task, the children learn about basic theories on science and natural surroundings. For example, the amount of water needed, functions of roots, and the various stages a plant goes through as it matures from one season to another. To emphasize further, the concepts helped the group gain better understand on environmental science and plant based on critical knowledge and skills acquired.
The article recommends stakeholders and administrators in all spheres of the society to educate children on the ecosystem functions, tree planting and put them in a position that will help them contribute to conservation efforts.
Ansberry, K., & Morgan, E. (2019). Seven Myths of STEM. Science and Children, 56(6), 64-67.
The author centers his argument on the fact that integrating STEM programs with the usual school curriculum, will demystify most of the myths surrounding the STEM activities. The author then goes ahead to demystify seven myths floated around in the public domain about STEM programs. While asserting his position, the author brings out the pillars of the STEM programs. For instance, STEM scientists are antisocial and unfriendly. Unfortunately holding a negative opinion about people hinders dissemination of information. Hence, by deconstructing myths around STEM programs, the writer clears the air around issues pertaining STEM programs.
Kazakoff, E. R., Sullivan, A., & Bers, M. U. (2013). The effect of a classroom-based intensive robotics and programming workshop on sequencing ability in early childhood. Early Childhood Education Journal, 41(4), 245-255.
This editorial examines effect of software designing robots on sequencing proficiencies during a single week rigorous engineering workshop at a STEM children program seminary in New York City. Numerous children from the Harlem region took part in the computer-programming workshop. During the program, children concentrated on programming CHERP computer language. In fact, robots usually use the CHERP programming language hence a vital tool.
The article evaluated 27 candidates’ programming skills before and after the robotics workshop and then compared the outcomes through a controlled group. In addition, pre and post results comparison was made via sample t test. Children who took part in the one week robotics work shop passed the tests.
How STEM Teachers Understand and Enact
Green pedagogy: How STEM Teachers understand and Enact Environmental Projects
The research study evaluated the execution of STEM education policies by drawing out information on teachers’ insight on the issues and representation of nature projects at two schools affiliated with STEM. The study revealed that the STEM educational policies fail to achieve their objectives once they reach the ground. In the end, the mismatch between objective and the policies affects learning of the children. Teachers who took part in the environmental projects relied on the students’ experiences on natural phenomena. In most cases, the study unveiled that a child’s interaction with nature dictated the manner in which the teachers would proceed with the topics. In addition, teaching was just one of the ways through which child could get actual relevant information and in turn expand it based on the manner in which the presenter presented it in class.
