Abstract/Notes: This research revolved around Johnson's (2013) definition of early childhood science, technology, engineering, and math (STEM) education, emphasizing the integration of science and math instruction with scientific inquiry, engineering design, mathematical analysis, and 21st-century interdisciplinary skills. Johnson recommended using an approach called integrated STEM, which aims to create a meaningful integration of STEM disciplines in the context of real-world challenges and problems. Given the swift advancements in science and technology, early exposure to STEM concepts is crucial for children. Research has indicated introducing STEM in preschool equips children with foundational skills to explore complex concepts in elementary school. Early childhood experiences have a substantial impact on cognitive and academic development, fostering brain development and enhancing lifelong cognitive and academic outcomes. Young children naturally exhibit qualities like prediction, hypothesizing, analysis, and curiosity. They actively engage with their surroundings, constructing scientific and mathematical understanding through hands-on STEM activities, and developing competence, knowledge, and problem-solving skills. This study employed narrative inquiry and autoethnography to explore early childhood educators' needs, talents, and challenges in integrating STEM curricula. It addressed critical questions about STEM education, such as its ideal form, optimal introduction timing, and ensuring equitable access for all preschoolers. The research examined educators' STEM knowledge and identified implementation barriers that affect STEM self-efficacy. This research underscores the importance of introducing STEM education early in childhood and highlights the need for comprehensive policies and equitable funding. The study's results bridge the knowledge–doing gap and emphasized the significance of adequately preparing educators to provide STEM-related curricula.

Language: English

Published: San Francisco, California, 2023

Abstract/Notes: The aim in the research was to investigate the effect of Montessori-based STEM education on the self-directed learning skills of pre-service pre-school teachers. A mixed method was employed in the research. The sample of the research consisted of 53 pre-service teachers enrolled in the Pre-school Teacher Education Programme at a mid-sized state university in northeast Turkey. During the research, Montessori-based STEM education was given to the pre-service teachers for two hours per week over 14 weeks. The Self-directed Learning Skills scale was applied to obtain the quantitative data and the Semi-structured Interview Form was used for the qualitative data in the research. After coding the data in content analysis, the themes of the coded data were written down. In order to contribute to the validity of the research, direct quotations from the participant group were included in the findings section and participant confirmation was carried out. In order to contribute to the reliability of the data analysis, the consistency of the results with each other was checked by five experts during the data analysis. The aim was to contribute to the reliability of the study by explaining the data collection and analysis sections in detail. At the end of the research, it was observed that there was a significant difference between the self-directed learning skills pre-test and post-test scores and that the qualitative analysis results supported this difference in direction with the development. These developments were determined from the statements by the pre-service teachers in their interviews stating that the training contributed greatly to their personal and social development and helped them gain learning and teaching skills about a subject. In line with the results obtained, it can be concluded that pre-school teacher candidates' self-directed learning skills such as self-confidence, perseverance, self-planned learning, and self-assessment were developed by Montessori approach-based STEM education. / Araştırmada Montessori yaklaşımı temelli STEM eğitimlerinin; okul öncesi öğretmen adaylarının öz yönetimli öğrenme becerileri üzerindeki etkisi incelenmiştir. Araştırmada karma yöntem kullanılmıştır. Araştırmanın örneklemini Doğu Anadolu’ nun orta ölçekli bir ilindeki devlet üniversitesinin Eğitim Fakültesi Okul Öncesi Öğretmenliği Bölümünde öğrenim gören 53 öğretmen adayı oluşturmuştur. Araştırmada öğretmen adaylarının öz yönetimli öğrenme becerilerindeki değişimi belirlemek amacıyla tek grup öntest sontest deseni oluşturulmuştur. Araştırmada nicel verilerin elde edilmesinde “Öz Yönetimli Öğrenme Becerileri” ölçeği ve nitel veriler için de “Yarı Yapılandırılmış Mülakat Formu” kullanılmıştır. Araştırma süresince toplamda 14 hafta boyunca haftada 2 ders saati olmak üzere adaylara Montessori yaklaşım temelli STEM eğitimleri verilmiştir. Araştırmada elde edilen nicel verilerin analizi ilişkili örneklem t testi ile nitel verilerin analizi ise içerik analizi ile yapılmıştır. İçerik analizinde verilerin kodlaması yapıldıktan sonra, kodlama yapılan verilerin temaları yazılmıştır. Araştırmanın geçerliliğine katkı sağlamak için, bulgular bölümünde katılımcı grubun doğrudan alıntılarına yer verilmiş ayrıca katılımcı teyidi gerçekleştirilmiştir. Veri analizinin güvenirliğine katkı sunmak için, veri analizi esnasında beş uzman tarafından sonuçların birbiri ile tutarlılığı kontrol edilmiştir. Araştırma sonucunda öz yönetimli öğrenme becerilerinin öntest ve sontest puanları arasında, anlamlı bir farklılık olduğu ve yapılan nitel analiz sonuçlarının da bu farkı gelişim yönünde desteklediği gözlenmiştir. Bu gelişimler öğretmen adaylarının mülakatlarında eğitimlerin kişisel ve sosyal gelişimlerine oldukça katkı sağladıklarını, bir konu hakkında öğrenme ve öğretme becerisi kazanma konusunda yardımcı olduğunu belirten ifadelerinden tespit edilmiştir. Elde edilen sonuçlar doğrultusunda Montessori yaklaşımı temelli STEM eğitimlerinin okul öncesi öğretmen adaylarının özgüven, sebat gösterme, kendi kendine planlı öğrenme, öz değerlendirme yapabilme gibi öz yönetimli öğrenme becerilerinin geliştiği yorumu yapılabilir.

Language: English

DOI: 10.19160/e-ijer.1038793

ISSN: 1309-6265

Abstract/Notes: In this study where literature review method is used, Montessori education method that is considered among the alternative education methods and the one that carefully defines what kind of education and learning experiences are suitable and useful for each growing period and Islamic education whose basic aim is to grow "mature human being" has been compared. In the introduction part of the study containing two sections as introduction and another two parts, the problem, aim, importance, hypotheses, methods and limitations of the study are handled. Montessori Education system is examined in the first part, and in the second part it is compared with Islamic education that forms the basis for the study, giving information about Islamic education system. Studies carried out on both Montessori and Islamic education systems were searched thoroughly and then they were carefully evaluated before starting to write. Within this context, all the sources related to the subject in the libraries in Turkey were provided, a very large database of information for foreign sources were scanned and they were obtained through different ways. In the light of the data obtained as a result of the study, the methods and principles that are similar in both approaches were determined and their comparison which forms the base for the study was made through the findings obtained. / Literatür taraması yönteminin kullanıldığı bu araştırmada, her gelişim aşamasına, hangi çeşit eğitim ve öğrenme deneyimlerinin uygun ve yararlı olduğunu özenle belirleyen ve alternatif eğitim modellerinden Montessori eğitim sistemi ve esas hedefi "kamil insan yetiştirmek" olan İslam eğitim sistemi karşılaştırılmaya tabi tutulmuştur. Giriş ve iki bölümden oluşan bu çalışmanın giriş kısmında araştırmanın problemi, amacı ve önemi, hipotezleri ve yöntem ve sınırlılığı ele alınmıştır. Çalışmanın birinci bölümünde Montessori eğitim sistemi incelemeye tabi tutulmuş, ikinci bölümde ise araştırmanın temelini oluşturan İslam eğitim sistemi hakkında bilgilere yer verilerek, Montessori ve İslam eğitim sisteminin karşılaştırılması yapılmıştır. Araştırmanın yazım aşamasına başlamadan önce Montessori ve İslam eğitim sistemiyle ile ilgili çalışmalar taranmış ve değerlendirilmiştir. Bu çerçevede Türkiye'deki kütüphanelerdeki konuyla ilgili tüm kaynak eserlerin temini yapılmış, yabancı kaynakların temini için pek çok veritabanlarında taramalar yapılmış ve bu eserler çeşitli şekillerle elde edilmiştir. Araştırma sonucu ortaya çıkan veriler ışığında her iki yaklaşımın benzerlik gösterdiği metot ve ilkeler tespit edilmiş ve elde edilen bulgularla çalışmanın esasını oluşturan her iki yaklaşımın karşılaştırılması yapılmıştır.

Language: Turkish

Published: Bursa, Turkey, 2016

Language: English

Published: Johannesburg, South Africa: Council of Education, 1915

Abstract/Notes: Inclusive education means that exceptional children (EC) can fully participate in the learning process alongside their typically developing peers, supported by reasonable accommodations and teaching strategies that are tailored to meet their individual needs. The main goal of inclusion policies for EC is to provide high-quality education for all without discrimination and to ensure the implementation of equal opportunity principles. The primary purpose of this study is to explore the reality of inclusive education systems in Egypt and the United States (US) and to develop a better understanding of similarities and differences and thus identify the lessons learned. The study applied a comparative analysis method. Research findings revealed that the progress towards inclusion practices in Egyptian inclusive public schools is minimal and hindered by many challenges. Among them are lacking financial resources and a shortage of qualified teachers trained to differentiate curricula for EC. Based on the research findings, the study concludes with recommendations to improve the Egyptian inclusive education for EC.

Language: English

DOI: 10.18502/gespr.v3i2.12617

ISSN: 2709-0191

Language: English

Abstract/Notes: This study analyzed intuitive mathematics abilities of preschool children and to ascertain whether there was a difference between children who were educated according to the Ministry of National Education (MoNE) preschool education program and the Montessori approach. It was also examined whether the intuitive mathematics abilities of the children who were educated according to the MoNE program and Montessori approach showed a significant difference according to variables of gender, duration of pre-school education, and educational levels of parents. The study sample of the study consisted of 121 children (56 girls, 65 boys) aged between 60-72 months. The data was collected via “Personal Information Form” and “Intuitive Mathematics Ability Scale” developed by Güven (2001). Intuitive mathematical abilities of children who were educated according to the Montessori program were more developed compared to those of children educated according to MoNE program. There was no significant difference in intuitive mathematical abilities according to duration of preschool education, education levels of parents. As a result of the study, a significant difference was observed in the intuitive math abilities of the children trained according to the MoNE program in favor of the girls, whereas no significant difference was observed trained according to the Montessori approach. The results are discussed in light of the relevant literature.

Language: Turkish

DOI: 10.7176/JSTR/6-06-12

ISSN: 2422-8702

Language: Korean

ISSN: 2005-0860, 2671-5821

Abstract/Notes: Renouant avec les pratiques d’échanges intellectuels d’avant 1914, des spécialistes de l’éducation d’une quinzaine de pays, appartenant à l’enseignement public comme au secteur privé, tiennent un congrès original, durant deux semaines, à Calais. Au-delà du thème qui les rassemble, « l’expression créatrice de l’enfant », éducateurs théosophes, pédologues et psychologues de l’enfant, praticiens des écoles nouvelles et représentants de l’institution scolaire débattent d’une conception de l’éducation pertinente pour l’ère nouvelle de l’humanité qu’ils appellent de leurs vœux. Conscients d’ouvrir un chantier immense, les personnalités majeures du rassemblement calaisien (B. Ensor, O. Decroly, A. Ferrière) mettent à profit le congrès pour fonder une organisation durable qui poursuivra la réflexion : la Ligue internationale pour l’éducation nouvelle. [Reviving the practices of intellectual exchange that began before 1914, education specialists from some fifteen countries, belonging to public and private school organizations, gathered for an original congress held over two weeks in Calais. Beyond the matter that brought them together, dedicated to “the creative expression of children,” educators, theosophists, pedologists and child psychologists, practitioners of New Education and school officials, discussed what could be the significant educational concepts for the new age of humanity they expected. Conscious of launching a huge project, the prominent personalities of the Calais gathering (Béatrice Ensor, Ovide Decroly, and Adolphe Ferrière) built on that project to create a sustainable organization that could carry on discussions: The New Education Fellowship.]

Language: French

DOI: 10.3917/etsoc.163.0043

ISSN: 0014-2204

Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.

Language: Japanese

ISSN: 0913-4220