Development of Steam-Holistic Learning Teaching Modules

Journal of Lifestyle and SDGs Review, Journal Year: 2025, Volume and Issue: 5(3), P. e04564 - e04564

Published: Feb. 20, 2025

Objective: The purpose of the research is to develop a digital-based holistic-integrative STEAM learning model through metacognitive approach for optimizing intelligence abilities basic education students. Theoretical Framework: A strategy needed in facing 21st century that accordance with metacognition, namely model. Method: development procedure this study follows ten stages refer system according Dick, Walter; Carey, Lou; Carey. Cognitive both structurally and constructively contributes building at every stage child's development. In fact, many teachers ignore process students' abilities. Results Discussion: results obtained syntax steam approach, show, reflective discussion, journal, questions, provide constructive feedback, activity-based environment engineering, self-questioning, involvement assessment, evaluate outcomes. Originality/Value: teaching modules student activities raises characters honesty, mutual cooperation nationalism. conclusion module states it very good, worthy being used minor revisions.

Language: Английский

Aligning early childhood science teaching beliefs, practices, and children’s learning outcomes: the impact of a professional development program

Frontiers in Psychology, Journal Year: 2025, Volume and Issue: 16

Published: April 16, 2025

Introduction Science teaching belief-practice alignment is critical for ensuring high-quality, effective instruction that supports young children’s learning and engagement in science. The goal of this study to examine the between preschool kindergarten teachers’ self-reported science beliefs observed practices before after a professional development (PD) program explore whether associated with outcomes. research questions are: (1) Whether what extent do align PD program? (2) are inquiry skills Methods A total 22 teachers 159 children ( M age = 47.78 months) from Northwest state U.S. participated program. Teachers’ efficacy directly assessed were measured one-year Results Multilevel regression results revealed not correlated practice but significantly aligned following its completion. Further, while PD, positive correlation emerged PD. Discussion Our findings suggest potential targeted programs fostering early childhood alignment. also indicate may be robust predictor outcomes unless they practices.

Language: Английский

The Association Between Early Childhood Teachers’ Metacognitive Awareness and Science Teaching Efficacy in Head Start Settings

Early Childhood Education Journal, Journal Year: 2024, Volume and Issue: unknown

Published: Nov. 28, 2024

Language: Английский