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Integrating story-based STEM design challenges in early childhood curricula: an activity theory perspective.

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Title: Integrating story-based STEM design challenges in early childhood curricula: an activity theory perspective.
Authors: Zhou, Wenhui1 (AUTHOR) Zhouwh0966@gmail.com, Yang, Weipeng1 (AUTHOR)
Source: International Journal of Technology & Design Education. Apr2025, Vol. 35 Issue 2, p483-506. 24p.
Subjects: Early childhood education, Maker movement, Foster children, Teacher training, Observation (Educational method), Kindergarten children
Abstract: The Maker Movement has emerged as a significant cultural phenomenon in the twenty-first century. Stemming from the Maker Movement, the STEM design challenge aims to foster children's utilization of interdisciplinary knowledge and creative skills to address real-world problems. This study devised the Story-based STEM Design Challenge (SSDC) by integrating storytelling with the STEM Design Challenge. A total of six classrooms, including 12 teachers and 164 children, voluntarily participated in this study. Through the teacher training workshop and the implementation of the SSDC, data related to teachers and children were obtained from the sources of teacher interviews, group discussion, pedagogical documents, and videotaped classroom observations. Results revealed that there were both facilitators (i.e., support from existing kindergarten curricula, stakeholders' recognition, and assistance of pedagogical tools) and barriers (i.e., constraints within the participating kindergarten, insufficient experience of teachers in STEM fields, limitations of young children's current abilities and knowledge) when introducing the SSDC in early education settings in China. This research offers valuable insights for implementing STEM design challenges and provides practical guidance and suggestions for educators interested in this field. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Technology & Design Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Integrating story-based STEM design challenges in early childhood curricula: an activity theory perspective.
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Technology+%26+Design+Education%22">International Journal of Technology & Design Education</searchLink>. Apr2025, Vol. 35 Issue 2, p483-506. 24p.
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  Data: <searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br /><searchLink fieldCode="DE" term="%22Maker+movement%22">Maker movement</searchLink><br /><searchLink fieldCode="DE" term="%22Foster+children%22">Foster children</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br /><searchLink fieldCode="DE" term="%22Observation+%28Educational+method%29%22">Observation (Educational method)</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten+children%22">Kindergarten children</searchLink>
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  Data: The Maker Movement has emerged as a significant cultural phenomenon in the twenty-first century. Stemming from the Maker Movement, the STEM design challenge aims to foster children's utilization of interdisciplinary knowledge and creative skills to address real-world problems. This study devised the Story-based STEM Design Challenge (SSDC) by integrating storytelling with the STEM Design Challenge. A total of six classrooms, including 12 teachers and 164 children, voluntarily participated in this study. Through the teacher training workshop and the implementation of the SSDC, data related to teachers and children were obtained from the sources of teacher interviews, group discussion, pedagogical documents, and videotaped classroom observations. Results revealed that there were both facilitators (i.e., support from existing kindergarten curricula, stakeholders' recognition, and assistance of pedagogical tools) and barriers (i.e., constraints within the participating kindergarten, insufficient experience of teachers in STEM fields, limitations of young children's current abilities and knowledge) when introducing the SSDC in early education settings in China. This research offers valuable insights for implementing STEM design challenges and provides practical guidance and suggestions for educators interested in this field. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Technology & Design Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10798-024-09917-2
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        Text: English
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              Text: Apr2025
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