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LITERATURE REVIEW
Teaching sequences based on the STEM approach for the development of inquiry in early childhood education: A systematic review
1
Universidad Antonio Nariño, Facultad de Educación, Grupo de Investigación Conciencia, Calle 22 sur # 12D-81, 111821, Bogotá, COLOMBIA
Online publication date: 2024-09-26
Publication date: 2024-10-01
EURASIA J. Math., Sci Tech. Ed 2024;20(10):em2517
KEYWORDS
ABSTRACT
In light of the growing significance of the STEM (science, technology, engineering, and
mathematics) approach in education and the necessity to foster inquiry from an early age, this
systematic review was conducted to identify didactic sequences that adopt a STEM approach and
facilitate the advancement of inquiry in early childhood education. The results demonstrate that
the didactic sequences facilitate disciplinary integration, providing a valuable opportunity to
develop inquiry through the resolution of real-life problems and the promotion of interdisciplinary
and active learning. Nevertheless, the necessity for additional research and the development of
tailored resources to facilitate the effective implementation of these sequences in early childhood
education settings is underscored. Concurrently, the significance of specialized and updated
teacher training to maximize the impact of these educational practices is emphasized, thereby
ensuring the optimal development of inquiry skills in children from an early age.
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