A preschool Eco-STEM teaching model focusing on environmental awareness: Grounded in embodied cognition theory

Abstract

It is noteworthy that current eco-STEM practices pay limited attention to the cognitive relationship between learners and the environment, with the preschool stage being almost entirely absent from the discussion. However, this absence could hinder the earliest development of environmental awareness. Therefore, in this study, a preschool Eco-STEM teaching model focusing on environmental awareness was developed. Given the complexity of model development, a sequential mixed-methods approach was employed, beginning with semi-structured interviews that identified four themes regarding the needs of eco-STEM teaching practices: Systematic Requirements for Teaching Models, Required Competencies, Exploration and Practice Needs, and Emotional Connection Needs. Based on these needs, focus group discussions with seven senior preschool teachers identified fifteen initial elements for the model. Finally, the Fuzzy Delphi Method (FDM) was used with a panel of eleven experts to refine and validate the model, achieving consensus on thirteen of the fifteen elements. The retained elements emphasized the cognitive relationship between learners and the environment, including meaningful scientific experiences and dissection and reconstruction, while the excluded elements, such as micro-innovation abilities, reflected experts’ prioritization of cognitive aspects. After modifications, a practical teaching model comprising fifteen elements was ultimately developed. This study highlights the contribution to the field of eco-STEM by developing an innovative preschool eco-STEM teaching model tailored to preschool specificities, with the potential to reshape the field.