Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/126353
Type of publication: research article
Type of publication (PDB): Straipsnis kitose duomenų bazėse / Article in other databases (S4)
Field of Science: Edukologija / Education (S007)
Author(s): Monkevičienė, Ona;Autukevičienė, Birutė;Kaminskienė, Lina;Monkevičius, Justinas
Title: Impact of innovative STEAM education practices on teacher professional development and 3-6-year-old children’s competence development
Is part of: Journal of social studies education research. Ankara : Association for Social Studies Educators (ASSE), 2020, Vol. 11, no. 4
Extent: p. 1-27
Date: 2020
Keywords: Early childhood education;STEAM;Practices;Teacher professional development;Children’s competences
Abstract: Over the last decade, STEAM has been treated as a model of interdisciplinary integral education that facilitates solving social, ecological and economic problems related to technological development in different countries. STEAM education is most efficient when it is organised in early childhood education, thus increasing children’s motivation to study and to link STEAM disciplines with their career, as well as to develop as engaged citizens. The conducted empirical research revealed the following new data on STEAM at an early age: a) early childhood teachers apply practices of STEAM education that target the development of children's soft (problem-solving, creativity, ability to learn, communication) skills more frequently and employ practices for nurturance of their hard (mathematical, technological, engineering) skills less frequently ; this imbalance is favourable for the development of a proactive and critically thinking child, who is able to make decisions in a responsible way, but it does not ensure the sustainable development of STEAM abilities; b) the application of innovative STEAM education practices has effects on teacher professional development; c) STEAM practices have a bigger integral impact on the development of 3-6 year-old children’s competences through the teacher professional development rather than directly
Internet: https://www.vdu.lt/cris/bitstream/20.500.12259/126353/2/ISSN1309-9108_2020_11_4.PG_1-27.pdf
https://hdl.handle.net/20.500.12259/126353
Affiliation(s): Edukologijos tyrimų institutas
Mokytojų rengimo institutas
Vytauto Didžiojo universitetas
Appears in Collections:1. Straipsniai / Articles
Universiteto mokslo publikacijos / University Research Publications

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