To successfully integrate STEM learning into early childhood education, we should consider all the systems surrounding children: We must prioritize STEM learning, while also engaging members across the child’s environments. Both small and large steps can be taken, both sequentially and simultaneously, to move in the direction of greater STEM learning in early childhood.
Source: Joan Ganz Cooney Center at Sesame Workshop, 2017
The intent of this section of the NGSS appendices is more limited—to describe what each of these eight practices implies about what students can do. Its purpose is to enable readers to better understand the performance expectations. The “Practices Matrix” is included, which lists the specific capabilities included in each practice for each grade band (K-2, 3-5, 6-8, 9-12).
By Hagit Mano, Kathleen Molina, Alissa Lange, and Irena Nayfeld
Children engage in informal engineering when they explore materials, when they take things apart and put them back together, and when they create their own solutions to real problems. In this article we described how preschool children, with their teacher’s guidance, engaged in three-dimensional learning.
Source: Science & Children, Vol. 57, No. 2, September 2019
The following paper will operationalize STEM education key concepts and blend learning theories to build an integrated STEM education framework to assist in further researching integrated STEM education.
Source: International Journal of STEM Education, Vol. 3, No. 11, July 2016
This chapter presents perspectives, a rationale and research supporting an emphasis on the nature of science in the context of the NGSS. Additionally, eight understandings with appropriate grade-level outcomes are included as extensions of the science and engineering practices and crosscutting concepts, not as a fourth dimension of standards.