Enhancing Early Childhood Teacher Candidates' Perception of Teaching Science-Technology-Society (STS) through a Project-Based Interdisciplinary Approach

Abstract

This study aimed to investigate early childhood teacher candidates' perceptions of teaching Science and Technology in Society (STS) through a project-based interdisciplinary model. The model comprised activities like STS field trips, role-play contests, documentary movie projects, classroom tasks, and group discussions, to foster an understanding of the science and technology underpinning STS issues and promoting informed decision-making. Data were gathered from 30 candidates via reflective journals and short writing assignments. Results revealed candidates' recognition of the pivotal role of science and technology in societal progress and their intent to integrate interdisciplinary approaches learned into their future careers. They also acknowledged the necessity of employing diverse teaching strategies in teaching science and technology to children. Overall, the study underscores the efficacy of a project-based interdisciplinary approach in STS education for early childhood teacher candidates, highlighting the importance of nurturing critical thinking and decision-making skills among future educators.