Preschool Teachers’ Perspectives on the Importance of STEM Education in Greek Preschool Education

Abstract

Given the rapid development of technology and therefore of society in recent years, the need for education systems worldwide to modernize the methods and means used is a matter of necessity. In the present study, this modernization translates into the application of STEM education and deepens into the research of preschool teachers’ perspectives on the importance of STEM in Greek preschool education. Investigating teachers' perceptions is a complex process, through which we are examining the pedagogical methods they use in their classrooms, their knowledge of STEM approaches and the understanding of the usefulness of STEM education. It is well known that teachers’ perceptions can influence instructional choices. Therefore, it is necessary to investigate their perceptions of STEM education, in order to take action timely and explore the prospects for the school of future. In this dissertation, we are thoroughly investigating preschool teachers’ perspectives on their role in the classroom, but also on the importance of integrating the instruction of STEM disciplines in early years. The research findings show high percentage agreement in relation to the perspectives on the usefulness of STEM, but when it comes to analyzing responses regarding the implementations of STEM, teachers are hesitating to respond with absolute certainty. The presentation of an ideal situation however, is far from reality, as STEM education also requires a proper preparation and training for the kindergarten teachers. However, their positive perspectives on STEM can be the first step in integrating the element of innovation into pre-school education.

Keywords: STEM, innovation, teaching methods, education curricula, teachers, perspectives.

DOI: 10.7176/JEP/11-14-01

Publication date:May 31^st 2020