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LITERATURE REVIEW
A systematic review of STEM teaching-learning methods and activities in early childhood
1
MTA-DE Early Science Learning Research Group, Debrecen, HUNGARY
2
Department of Biology, Faculty of Sciences and Technology, University of Debrecen, Debrecen, HUNGARY
3
Department of Computer Science, Faculty of Informatics, University of Debrecen, Debrecen, HUNGARY
4
Department of Social Geography and Regional Development, Faculty of Science and Technology, University of Debrecen, Debrecen, HUNGARY
5
Department of Chemistry, Faculty of Science and Technology, University of Debrecen, Debrecen, HUNGARY
6
Department of Natural Science, Debrecen Reformed Theological University, Debrecen, HUNGARY
Online publication date: 2024-07-09
Publication date: 2024-08-01
EURASIA J. Math., Sci Tech. Ed 2024;20(8):em2481
KEYWORDS
ABSTRACT
This study aims to help educators and researchers to understand the pedagogical practice of
STEM in early childhood and its impact. To support this, 29 publications related to STEM teaching-learning methods and activities were selected in the period between 2014 and 2023. The study
covers the distribution of research over time by countries, the analysis of keywords, research goals
and results, research methods, STEM domains, as well as emerging teaching-learning methods
and activities, and the presentation of research limitations. According to the results, digital
activities and impact studies have become dominant in early childhood STEM activities. There is a
small number of studies presenting educational practices related to the relationship between
sustainability and STEM. It was also revealed that impact assessments regarding early childhood
STEM education need further development and improvement.
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