The effectiveness of an in-service training of early childhood teachers on stem integration through Project-Based Inquiry Learning (PIL)

Eng Tek Ong, Aminah Ayob, Md Nasir Ibrahim, Mazlini Adnan, Jameyah Shariff, Noriah Mohd. Ishak

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

This article aims to establish the effect of a provision of an in-service professional development course for early childhood teachers on integrating STEM into early childhood education through Project-Based Inquiry Learning (PIL). With the participation of 22 early childhood teachers in the three-day STEM Integration through PIL workshop using the context of 10 differing hands-on projects, this study employed an explanatory mixed-methods research design in which the quantitative data and analysis provide the main focus of the results while the qualitative data and analysis are used to elaborate on, refine, or explain the quantitative findings. In this study, the main foci were the effects of an in-service STEM Integration through PIL training workshop on early childhood teachers' self-perceived pedagogical knowledge, skills and attitudes, as well as their self-ratings on the in-service training. These quantitative findings are then elaborated on by means of participants' written comments. The findings indicated that the participants self-rated their STEM-related knowledge, skills and attitudes statistically significantly higher (p <.001) in the posttest as compared to the pretest. The qualitative data from the early childhood teachers with regard to their perceptions on the in-service training on STEM could be categorised into three main themes, namely interesting experiences, acquiring new knowledge, and sharing of ideas. This article culminates in a discussion on the outcome of this study in light of the related literature review on effective in-service training.

Original languageEnglish
Pages (from-to)44-58
Number of pages15
JournalJournal of Turkish Science Education
Volume13
Issue numberSpecialissue
DOIs
Publication statusPublished - 2016

Fingerprint

Scanning Transmission Electron Microscopy
childhood
Learning
teacher
learning
Education
research planning
Research Design
rating
Outcome Assessment (Health Care)
participation
knowledge
education
experience

Keywords

  • Early childhood
  • Inquiry learning
  • Project-based inquiry learning
  • Science education
  • STEM

ASJC Scopus subject areas

  • Education
  • Applied Psychology

Cite this

The effectiveness of an in-service training of early childhood teachers on stem integration through Project-Based Inquiry Learning (PIL). / Ong, Eng Tek; Ayob, Aminah; Ibrahim, Md Nasir; Adnan, Mazlini; Shariff, Jameyah; Mohd. Ishak, Noriah.

In: Journal of Turkish Science Education, Vol. 13, No. Specialissue, 2016, p. 44-58.

Research output: Contribution to journalArticle

Ong, Eng Tek ; Ayob, Aminah ; Ibrahim, Md Nasir ; Adnan, Mazlini ; Shariff, Jameyah ; Mohd. Ishak, Noriah. / The effectiveness of an in-service training of early childhood teachers on stem integration through Project-Based Inquiry Learning (PIL). In: Journal of Turkish Science Education. 2016 ; Vol. 13, No. Specialissue. pp. 44-58.
@article{8ddb4d3e41b54040b85ea0778fcdb439,
title = "The effectiveness of an in-service training of early childhood teachers on stem integration through Project-Based Inquiry Learning (PIL)",
abstract = "This article aims to establish the effect of a provision of an in-service professional development course for early childhood teachers on integrating STEM into early childhood education through Project-Based Inquiry Learning (PIL). With the participation of 22 early childhood teachers in the three-day STEM Integration through PIL workshop using the context of 10 differing hands-on projects, this study employed an explanatory mixed-methods research design in which the quantitative data and analysis provide the main focus of the results while the qualitative data and analysis are used to elaborate on, refine, or explain the quantitative findings. In this study, the main foci were the effects of an in-service STEM Integration through PIL training workshop on early childhood teachers' self-perceived pedagogical knowledge, skills and attitudes, as well as their self-ratings on the in-service training. These quantitative findings are then elaborated on by means of participants' written comments. The findings indicated that the participants self-rated their STEM-related knowledge, skills and attitudes statistically significantly higher (p <.001) in the posttest as compared to the pretest. The qualitative data from the early childhood teachers with regard to their perceptions on the in-service training on STEM could be categorised into three main themes, namely interesting experiences, acquiring new knowledge, and sharing of ideas. This article culminates in a discussion on the outcome of this study in light of the related literature review on effective in-service training.",
keywords = "Early childhood, Inquiry learning, Project-based inquiry learning, Science education, STEM",
author = "Ong, {Eng Tek} and Aminah Ayob and Ibrahim, {Md Nasir} and Mazlini Adnan and Jameyah Shariff and {Mohd. Ishak}, Noriah",
year = "2016",
doi = "10.12973/tused.10170a",
language = "English",
volume = "13",
pages = "44--58",
journal = "Journal of Turkish Science Education",
issn = "1304-6020",
publisher = "Ekip Buro Makineleri A.S.",
number = "Specialissue",

}

TY - JOUR

T1 - The effectiveness of an in-service training of early childhood teachers on stem integration through Project-Based Inquiry Learning (PIL)

AU - Ong, Eng Tek

AU - Ayob, Aminah

AU - Ibrahim, Md Nasir

AU - Adnan, Mazlini

AU - Shariff, Jameyah

AU - Mohd. Ishak, Noriah

PY - 2016

Y1 - 2016

N2 - This article aims to establish the effect of a provision of an in-service professional development course for early childhood teachers on integrating STEM into early childhood education through Project-Based Inquiry Learning (PIL). With the participation of 22 early childhood teachers in the three-day STEM Integration through PIL workshop using the context of 10 differing hands-on projects, this study employed an explanatory mixed-methods research design in which the quantitative data and analysis provide the main focus of the results while the qualitative data and analysis are used to elaborate on, refine, or explain the quantitative findings. In this study, the main foci were the effects of an in-service STEM Integration through PIL training workshop on early childhood teachers' self-perceived pedagogical knowledge, skills and attitudes, as well as their self-ratings on the in-service training. These quantitative findings are then elaborated on by means of participants' written comments. The findings indicated that the participants self-rated their STEM-related knowledge, skills and attitudes statistically significantly higher (p <.001) in the posttest as compared to the pretest. The qualitative data from the early childhood teachers with regard to their perceptions on the in-service training on STEM could be categorised into three main themes, namely interesting experiences, acquiring new knowledge, and sharing of ideas. This article culminates in a discussion on the outcome of this study in light of the related literature review on effective in-service training.

AB - This article aims to establish the effect of a provision of an in-service professional development course for early childhood teachers on integrating STEM into early childhood education through Project-Based Inquiry Learning (PIL). With the participation of 22 early childhood teachers in the three-day STEM Integration through PIL workshop using the context of 10 differing hands-on projects, this study employed an explanatory mixed-methods research design in which the quantitative data and analysis provide the main focus of the results while the qualitative data and analysis are used to elaborate on, refine, or explain the quantitative findings. In this study, the main foci were the effects of an in-service STEM Integration through PIL training workshop on early childhood teachers' self-perceived pedagogical knowledge, skills and attitudes, as well as their self-ratings on the in-service training. These quantitative findings are then elaborated on by means of participants' written comments. The findings indicated that the participants self-rated their STEM-related knowledge, skills and attitudes statistically significantly higher (p <.001) in the posttest as compared to the pretest. The qualitative data from the early childhood teachers with regard to their perceptions on the in-service training on STEM could be categorised into three main themes, namely interesting experiences, acquiring new knowledge, and sharing of ideas. This article culminates in a discussion on the outcome of this study in light of the related literature review on effective in-service training.

KW - Early childhood

KW - Inquiry learning

KW - Project-based inquiry learning

KW - Science education

KW - STEM

UR - http://www.scopus.com/inward/record.url?scp=84999293128&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84999293128&partnerID=8YFLogxK

U2 - 10.12973/tused.10170a

DO - 10.12973/tused.10170a

M3 - Article

AN - SCOPUS:84999293128

VL - 13

SP - 44

EP - 58

JO - Journal of Turkish Science Education

JF - Journal of Turkish Science Education

SN - 1304-6020

IS - Specialissue

ER -