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STEM/STEAM in Early Childhood Education for Sustainability (ECEfS): A Systematic Review

Author

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  • Jefferson Rodrigues-Silva

    (Department of Mechanical Engineering, Federal Institute of Minas Gerais, Belo Horizonte 35588000, Brazil)

  • Ángel Alsina

    (Department of Subject-Specific Didactics, Faculty of Education and Psychology, University of Girona, 17004 Girona, Spain)

Abstract

We sought to explore the intersection between interdisciplinary STEM/STEAM educational approaches and Early Childhood Education for Sustainability (ECEfS). For that, we conducted a systematic review of Web of Science, Scopus, ERIC, and Scielo databases from 2007 to 2022 following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) commandments. The systematic search led to a list of 12 articles, and we analysed them through theoretical orientations, educational perspectives, and pictures of children’s nature. We found that most studies focus on sustainability’s environmental pillar and address the discipline of science more frequently. Additionally, the authors tend to assume a theoretical orientation on the need for connecting children to a sustainable issue and picture the Apollonian child—assuming children are essentially good and emerge with virtuous traits from this contact, such as environmental care. Accordingly, researchers usually propose experiential learning in environments or settings related to sustainability, while there is a lack of teaching STEM/STEAM knowledge and skills on sustainability or engaging children to act for sustainability. We verified that they frequently lose opportunities to explicitly discern STEM/STEAM knowledge areas and their intersections in moments that could benefit children’s learning.

Suggested Citation

  • Jefferson Rodrigues-Silva & Ángel Alsina, 2023. "STEM/STEAM in Early Childhood Education for Sustainability (ECEfS): A Systematic Review," Sustainability, MDPI, vol. 15(4), pages 1-22, February.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:4:p:3721-:d:1071955
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    References listed on IDEAS

    as
    1. Martín Bascopé & Kristina Reiss, 2021. "Place-Based STEM Education for Sustainability: A Path towards Socioecological Resilience," Sustainability, MDPI, vol. 13(15), pages 1-16, July.
    2. Coral Campbell & Christopher Speldewinde, 2022. "Early Childhood STEM Education for Sustainable Development," Sustainability, MDPI, vol. 14(6), pages 1-11, March.
    3. Kelly Johnston & Lisa Kervin & Peta Wyeth, 2022. "STEM, STEAM and Makerspaces in Early Childhood: A Scoping Review," Sustainability, MDPI, vol. 14(20), pages 1-20, October.
    4. Shih-Yeh Chen & Shiang-Yao Liu, 2020. "Developing Students’ Action Competence for a Sustainable Future: A Review of Educational Research," Sustainability, MDPI, vol. 12(4), pages 1-14, February.
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