Exploring K-3 Educator Perspectives on STEM Learning: Lessons Learned From a Professional Development Training

Introduction

Discussions on how teachers should integrate science, technology, engineering and mathematics (STEM) in early learning kindergarten through third grade (K-3) have been at the forefront in the U.S. education system for some time. This is due to the “growing concerns that American students are unprepared for the 21st century workforce and global economy compared to Asian students whose performance in science subjects is relatively higher” (LaForce, Noble & Blackwell, 2017, p. 1). This issue had been documented earlier by The National Science Board which noted that low numbers of students in the U.S. pursue STEM disciplines and degree programs (National Science Foundation, 2010). Existing literature also points to how most young children lack early STEM skills due to lack of early exposure to STEM learning As a result, there is growing interest across society to find reasons for the low numbers of students pursuing STEM disciplines and degree programs. The same research suggests that early exposure to and experiences with STEM learning initiatives and activities positively impact early elementary students’ perceptions and dispositions (Bagiati, Yoon, Evangelou, & Ngambeki, 2010; Bybee, & Fuchs, 2006; DeJarnette, 2012). Likewise, current early learning research supports these findings confirming that early exposure to STEM learning results in positive impacts across the entire spectrum of learning (McClure, Guernsey, Clements, Bales, Nichols, Kendall-Taylor & Levine, 2017; National Research Council, 2012) even as it increases young children’s interest in future STEM careers. Even though armed with knowledge of the benefits and potential that early STEM learning brings to young children’s cognitive development, many teachers still do not integrate early STEM learning into the curriculum. It is still not clear whether lack of exposure of young children to early STEM is caused by lack of knowledge of early STEM tools and STEM pedagogical knowledge among teachers or other reasons. In order to respond to early STEM needs and extend early STEM literature, this study sought to accomplish three objectives. First, to examine K-3^rd grade teachers’ current STEM integration strategies and barriers to effective integration of STEM, second, provide professional development based on the initial findings of the study, third, to share the experiences and recommendations of teachers after attending the STEM professional development (PD) training, and guide future directions for STEM PD based on the study’s findings.