Education for Environmental Sustainability in Preschool through STEM Project-based Learning

Abstract:

Educating preschool children on environmental sustainability is an excellent investment in shaping a sustainable society. In this study, the researchers conducted action research using Lilian Katz’s Project Approach in cooperation with two teachers to explore the process of developing and implementing STEM modules in a preschool in Chengdu, China. Thirty children aged 5 to 6 years were involved in STEM modules in two cycles, each cycle was improved based on feedback from the previous cycle. Adopting the constructivist approach, these STEM modules are child-centered, inquiry-driven, and process-oriented. Through observation and interviews with teachers, children and principals, it was found that these STEM modules successfully engaged children to investigate, deepen their understanding of trees, motivate them to experiment and innovate, and enhance their self-learning ability. The children were happy and excited to learn, they expressed aspirations to create a green world, protect trees, and save and recycle paper. In short, they showed the beginning of understanding and awareness of environmental sustainability.

Keywords:

Environmental awareness, STEM, Modules, Project Approach, Preschool, Action Research

Citation: Wang Siyu and Ng Soo Boon (2023). Education for Environmental Sustainability in Preschool through STEM Project-based Learning. Horizon J. Hum. Soc. Sci. Res. 5 (2), 87–98. https://doi.org/10.37534/bp.jhssr.2023.v5.n2.id1219.p87