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Graphical Abstract
Discover how early childhood faculty at the University of Memphis launched a new collaborative partnership with the Children’s Museum of Memphis to develop and implement early STEM learning activities during a teaching course requirement and field experience.
Abstract
Studies dating back to the 1990s have often highlighted U.S. students’ poor performance in school science programs, which researchers attribute to curriculum structure, textbooks, instructional approaches, and the overall quality of teaching professionals (CitationSchmidt, McKnight, and Raizen 1996). In the United States, teaching isolated science facts through passive lectures and demonstrations has long dominated science education (CitationHunefeld 2009). CitationPiaget (1973) criticized this instructional technique, stating that it makes students passive learners who merely mimic the teacher’s procedures and explanations.
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Author Contributions
Shelly L. Counsell ([email protected]) is program coordinator for early childhood education at the University of Memphis in Memphis, Tennessee.
Felicia Peat ([email protected]) is program coordinator for Children’s Channel 24/7 at WKNO Public Broadcasting Station, Memphis, Tennessee.
Additional information
Notes on contributors
Shelly L. Counsell
Shelly L. Counsell ([email protected]) is program coordinator for early childhood education at the University of Memphis in Memphis, Tennessee.
Felicia Peat
Felicia Peat ([email protected]) is program coordinator for Children’s Channel 24/7 at WKNO Public Broadcasting Station, Memphis, Tennessee.