STEM Studies in Early Childhood Education: A Meta-Analysis Study

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dc.contributor.author Yücelyigit, Seçil
dc.contributor.author Toker, Zerrin
dc.date.accessioned 2022-03-07T16:54:08Z
dc.date.available 2022-03-07T16:54:08Z
dc.date.issued 2021-01
dc.identifier.issn 2147-2858
dc.identifier.uri http://hdl.handle.net/10.19128/turje.783724
dc.description.abstract The increasing number of studies on the STEM approach necessitates a holistic and comparative evaluation of the results. This study aims to investigate and evaluate the cumulative results of the experimental studies used STEM approach for preschool children. In this study, the meta-analysis method was used. Despite a great number of studies about STEM education, only a limited number of studies were accessed by the keywords "preschool", "early childhood" and "experimental study". The effect size obtained (0.556) is at a level that can be considered as moderate according to the classification used in meta-analysis studies. STEM studies aimed at preschool children have positive effects on children's learning and development. However, more experimental studies on STEM in the preschool field are needed. It can be suggested that preschool teachers can be encouraged to design and implement STEM practices in their class. For further research, the results of the meta-analysis can be supported by content analysis, and a similar study can be conducted for the other grade levels. en_US
dc.language.iso en en_US
dc.subject Early childhood en_US
dc.subject Meta-analysis en_US
dc.subject Preschool en_US
dc.subject STEM education en_US
dc.subject STEM practice en_US
dc.title STEM Studies in Early Childhood Education: A Meta-Analysis Study en_US
dc.type Article en_US
dc.relation.journal TURKISH JOURNAL OF EDUCATION en_US
dc.identifier.issue 1 en_US
dc.identifier.startpage 23 en_US
dc.identifier.endpage 36 en_US
dc.identifier.volume 10 en_US

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