Professional Development to Inspire, Support, and Extend STEM-Related Learning

Area of Science:

• Early Childhood Education
• Science, Technology, Engineering, and Mathematics (STEM) Education

Background:

• Effective STEM education in early childhood hinges on teachers' pedagogical practices, requiring specialized knowledge and methods.
• STEM teaching is emerging in Saudi Arabia, necessitating targeted professional development initiatives.
• The research is grounded in Vygotsky's socio-cultural theory, emphasizing collaborative learning within social and cultural contexts.

Purpose of the Study:

• To outline a research project aimed at enhancing STEM teaching and learning in early childhood education through professional development workshops.
• To evaluate the impact of professional development on early childhood educators' capacity and attitudes towards STEM instruction.

Main Methods:

• A mixed-methods approach was employed, integrating quantitative and qualitative data collection and analysis.
• Surveys were administered pre- and post-professional development to assess changes in educators' attitudes and knowledge.
• Semi-structured interviews were conducted to gather in-depth insights into educators' experiences and perceived challenges.

Main Results:

• Positive shifts in early childhood educators' attitudes and enthusiasm for teaching STEM were observed post-workshop.
• Educators reported increased confidence and willingness to integrate STEM concepts into their teaching practices.

Conclusions:

• Professional development workshops can positively influence educators' disposition towards STEM education.
• Challenges to practical implementation include a perceived lack of resources, insufficient school leadership support, and the need for sustained coaching and mentoring.