Outcomes of an integrated STEM with design thinking module on preschoolers’ science process skills

There is a growing recognition that using engineering design process as an approach to integrate Science, Technology, Engineering and Mathematics (STEM) produces good learning outcomes. This study aims to evaluate the outcomes of an integrated STEM with Design Thinking (iSTEM-DT) module on preschoolers’ science process skills. It adopts a single case study evaluation design in a private preschool, with two teachers and 20 preschoolers. These preschoolers were paired up and divided into two classes. They attended the iSTEM-DT lessons in the afternoon, for an hour daily, for about 4 weeks during the module implementation. Qualitative data such as fieldnotes, artefacts, photos and video recordings were collected from classroom observations. Data were also collected from teachers during reflection sessions after each lesson, while parents were interviewed at the end of the study. The data were analysed inductively through thematic analysis process. It was found that the iSTEM-DT module helped in developing preschoolers’ science process skills, namely observing, classifying, measuring, making inferences, predicting, and communicating skills, and some other higher order thinking skills. It implies that preschool teachers with basic qualification in Early Childhood Education, can have the self-efficacy to facilitate an integrated STEM curriculum if the support system is provided.