View in EDS

Effects of Different Interventions to Treat Errors during STEM Learning on Improving Young Children's Psychological Resilience

Saved in:
Bibliographic Details
Title: Effects of Different Interventions to Treat Errors during STEM Learning on Improving Young Children's Psychological Resilience
Language: English
Authors: Lin Tang, Jianjun Gu, Mingming Shao, Li Zhao (ORCID 0000-0003-1000-1296)
Source: Research in Science & Technological Education. 2025 43(3):776-795.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Foreign Countries, Early Childhood Education, Kindergarten, Preschool Children, Resilience (Psychology), STEM Education, Intervention, Error Correction, Learning Strategies, Cognitive Style
Geographic Terms: China
Assessment and Survey Identifiers: Devereux Early Childhood Assessment
DOI: 10.1080/02635143.2024.2338809
ISSN: 0263-5143
1470-1138
Abstract: Background: Early childhood is seen as a critical period for developing psychological resilience, which is important for the development of young children's mental and physical health. Previous research has identified the value of STEM learning in early childhood education, but less research has focused on the psychological resilience of young children in the face of STEM learning errors and setbacks. Purpose: This study aimed to explore the intervention effects of trial-and-error learning (TEL) and error-free learning (EFL) on improving young children's psychological resilience in STEM activities. Sample The participants were 42 young children aged 5-6. Design and methods The TEL group included 21 young children who adopted the method in which the teacher guided them to learn by trial and error, while another 21 young children in the EFL group conducted the method in which the teacher provided direct instruction to reduce or eliminate errors during the learning process. The Devereux Early Childhood Assessment for Preschoolers was used to test the pre-, mid- and post-psychological resilience of the two groups. The Friedman test and Mann-Whitney test were used to examine whether TEL and EFL can improve young children's psychological resilience. Results: The results indicated that TEL can, but EFL cannot. Different effects were shown on the improvement of the young children's psychological resilience in the two groups. Compared with the EFL group, the young children in the TEL group could better improve their psychological resilience, especially in the dimensions of initiative, self-regulation, and attachment/relationships, but the better improvement in behavior concerns was not evident until the final test. Conclusions: This study addresses a gap in understanding of the effects of TEL and EFL interventions on young children's psychological resilience, and the need to establish an evidence base for promoting young children's psychological resilience through designing STEM activities in early childhood education. Meanwhile, a reference for preschool teachers to use TEL interventions in STEM education is also provided.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1490799
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1490799
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Effects of Different Interventions to Treat Errors during STEM Learning on Improving Young Children's Psychological Resilience
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Lin+Tang%22">Lin Tang</searchLink><br /><searchLink fieldCode="AR" term="%22Jianjun+Gu%22">Jianjun Gu</searchLink><br /><searchLink fieldCode="AR" term="%22Mingming+Shao%22">Mingming Shao</searchLink><br /><searchLink fieldCode="AR" term="%22Li+Zhao%22">Li Zhao</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1000-1296">0000-0003-1000-1296</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Research+in+Science+%26+Technological+Education%22"><i>Research in Science & Technological Education</i></searchLink>. 2025 43(3):776-795.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 20
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Resilience+%28Psychology%29%22">Resilience (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Error+Correction%22">Error Correction</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Devereux+Early+Childhood+Assessment%22">Devereux Early Childhood Assessment</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/02635143.2024.2338809
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0263-5143<br />1470-1138
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Early childhood is seen as a critical period for developing psychological resilience, which is important for the development of young children's mental and physical health. Previous research has identified the value of STEM learning in early childhood education, but less research has focused on the psychological resilience of young children in the face of STEM learning errors and setbacks. Purpose: This study aimed to explore the intervention effects of trial-and-error learning (TEL) and error-free learning (EFL) on improving young children's psychological resilience in STEM activities. Sample The participants were 42 young children aged 5-6. Design and methods The TEL group included 21 young children who adopted the method in which the teacher guided them to learn by trial and error, while another 21 young children in the EFL group conducted the method in which the teacher provided direct instruction to reduce or eliminate errors during the learning process. The Devereux Early Childhood Assessment for Preschoolers was used to test the pre-, mid- and post-psychological resilience of the two groups. The Friedman test and Mann-Whitney test were used to examine whether TEL and EFL can improve young children's psychological resilience. Results: The results indicated that TEL can, but EFL cannot. Different effects were shown on the improvement of the young children's psychological resilience in the two groups. Compared with the EFL group, the young children in the TEL group could better improve their psychological resilience, especially in the dimensions of initiative, self-regulation, and attachment/relationships, but the better improvement in behavior concerns was not evident until the final test. Conclusions: This study addresses a gap in understanding of the effects of TEL and EFL interventions on young children's psychological resilience, and the need to establish an evidence base for promoting young children's psychological resilience through designing STEM activities in early childhood education. Meanwhile, a reference for preschool teachers to use TEL interventions in STEM education is also provided.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1490799
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1490799
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/02635143.2024.2338809
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 776
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Resilience (Psychology)
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Error Correction
        Type: general
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Cognitive Style
        Type: general
      – SubjectFull: China
        Type: general
      – SubjectFull: Devereux Early Childhood Assessment
        Type: general
    Titles:
      – TitleFull: Effects of Different Interventions to Treat Errors during STEM Learning on Improving Young Children's Psychological Resilience
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Lin Tang
      – PersonEntity:
          Name:
            NameFull: Jianjun Gu
      – PersonEntity:
          Name:
            NameFull: Mingming Shao
      – PersonEntity:
          Name:
            NameFull: Li Zhao
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0263-5143
            – Type: issn-electronic
              Value: 1470-1138
          Numbering:
            – Type: volume
              Value: 43
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Research in Science & Technological Education
              Type: main
ResultId 1