Date of Award

10-2025

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Administration and Supervision

First Advisor

Dr. Kay A. Keiser

Abstract

Early childhood is widely recognized as a critical stage for STEM (science, technology, engineering, and mathematics) learning, yet many teachers feel underprepared to support children’s foundational knowledge and skills. This study examines how undergraduate students in early childhood education conceptualize STEM within early learning environments through an analysis of their coursework and field experiences. The investigation explores both students’ articulated beliefs about STEM (espoused theories) and how they enacted STEM teaching and learning in practice (theories-in-use). Data were drawn from course artifacts including journals, reflections, learning stories, lesson plans, and field observation notes. While much of the existing literature emphasizes early childhood teacher education students’ attitudes and general preparedness toward STEM, research rarely captures their lived experiences or contextual practices. Moreover, the voices of undergraduate students are often overlooked, leaving important questions about how they understand and approach STEM education in early learning settings. The implications of this study extend to undergraduates, early childhood educators, teacher educators, policymakers, and researchers. By examining how future educators conceptualize and enact STEM in practice, this work contributes to a deeper understanding of how teacher preparation can better equip early childhood educators to engage young children in meaningful, inclusive, and developmentally appropriate STEM learning.

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