What Are Preschool Teachers’ Perceptions about Professional Development in Science Content and Pedagogy When Using a Novel Approach?
type: CreativeWork
description: Background: Many variables determine student success in preschool, as it relates to STEM knowledge and engagement in later school and career development. Students need a well-rounded, engaging, and rigorous curriculum (Anderson, 2006). Second, teachers must be properly trained in STEM pedagogy and content (Marcum-Dietrich, 2011). Purpose: The study investigated how ongoing professional development affects teacher knowledge, confidence, and skillset (Piasta, 2012) while using a new classroom approach. The initial STEMscopes Early Explorer was designed to provide science education to low socioeconomic students. STEMscopes is an international Pre-K -12th-grade digital science curriculum. The curriculum offers foundational science content, hands-on learning, and integration of technology, engineering, literacy, math, and arts. STEMscopes Pre-K curriculum allows teachers access to substantive STEM content to help engage and deepen their students’ understanding of science. Methods: A qualitative research study using a case study approach addressed the research question, What are preschool teachers’ perceptions about professional development in science content and pedagogy when using a novel approach? A case study method allows for the discovery and development of theory, based on the experiences and perceptions of study participants (Creswell, 1982). The study examined archival teacher interviews and questionnaire data regarding teacher perceptions of ongoing professional development as new and experienced pre-K teachers begin to implement a science-based program--STEMscopes Early Explorer. The original data was collected through interviews, observations, lesson logs, surveys, and professional development session. All pre-K teachers in a central school district in Texas participated in the study. All 51 participants were primary level teachers, with a wide range of experience. The district required all of their pre-k teachers to participate in the study. Of the 51 teacher…
abstract: Background: Many variables determine student success in preschool, as it relates to STEM knowledge and engagement in later school and career development. Students need a well-rounded, engaging, and rigorous curriculum (Anderson, 2006). Second, teachers must be properly trained in STEM pedagogy and content (Marcum-Dietrich, 2011). Purpose: The study investigated how ongoing professional development affects teacher knowledge, confidence, and skillset (Piasta, 2012) while using a new classroom approach. The initial STEMscopes Early Explorer was designed to provide science education to low socioeconomic students. STEMscopes is an international Pre-K -12th-grade digital science curriculum. The curriculum offers foundational science content, hands-on learning, and integration of technology, engineering, literacy, math, and arts. STEMscopes Pre-K curriculum allows teachers access to substantive STEM content to help engage and deepen their students’ understanding of science. Methods: A qualitative research study using a case study approach addressed the research question, What are preschool teachers’ perceptions about professional development in science content and pedagogy when using a novel approach? A case study method allows for the discovery and development of theory, based on the experiences and perceptions of study participants (Creswell, 1982). The study examined archival teacher interviews and questionnaire data regarding teacher perceptions of ongoing professional development as new and experienced pre-K teachers begin to implement a science-based program--STEMscopes Early Explorer. The original data was collected through interviews, observations, lesson logs, surveys, and professional development session. All pre-K teachers in a central school district in Texas participated in the study. All 51 participants were primary level teachers, with a wide range of experience. The district required all of their pre-k teachers to participate in the study. Of the 51 teacher…
author: Gunner, Amber C.
language: eng
keywords: Preschool, STEM
date published: 2019-12
date modified: 2026-07-24T02:33:01Z
provider: University of Houston
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Houston

PropertyValue
property ID: Handle
value: https://hdl.handle.net/10657/5589