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ERIC Number: EJ1238078
Record Type: Journal
Publication Date: 2019
Pages: 30
Abstractor: As Provided
ISSN: ISSN-1090-1027
Improving STEM Teaching Practices with R&P: Increasing the Full Range of Young Children's STEM Outcomes
Counsell, Shelly L.; Geiken, Rosemary
Journal of Early Childhood Teacher Education, v40 n4 p352-381 2019
Ramps and Pathways (R&P) early physical science activities enable educators and young children (3-8 years) to explore and investigate what happens as marbles and rolling objects are released on constructed ramp structures and pathways using wooden cove molding. The R&P project challenged educators to transform their views of early science learning and instruction. Preliminary pilot and field-testing results demonstrate improved science achievement and teaching practices. The purpose of this paper is to examine the potential impact of R&P investigations for children with and without disabilities: (a) on learning and development in general; and (b) STEM outcomes specifically according to Idaho teacher participants. This investigation will likewise explore teachers' attitudes and firsthand experiences toward implementing R&P with young children. Teacher reflections revealed that teachers witnessed developmental benefits related to language and social emotional development during R&P. Although teachers as a group observed STEM learning and thinking for learners in general, the early childhood--special education teacher noted children with disabilities specifically learning and developing STEM concepts.
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: Idaho
Grant or Contract Numbers: 0628082