The Role of Astronomy in Early Stem Education: A Case Study of Preschool Teacher Training Programs

Abstract

Fostering cognitive development and promoting interest in scientific disciplines require integrating Science, Technology, Engineering, and Mathematics (STEM) into early childhood education. But preschool instructors sometimes lack the skills and self-assurance needed to teach esoteric STEM subjects, especially astronomy. This study assesses the efficacy of a preschool teachers' astronomy training program using a quantitative research methodology. Measuring improvements in teachers' astronomical knowledge, self-assurance, readiness, and capacity to incorporate astronomy into the preschool curriculum was the goal. Fifteen preschool instructors took part in a two-day training program using a pre-test/post-test approach. Structured questionnaires were used to gather data both before and after the training. According to the pre-survey results, just 20% of participants felt secure enough to teach astronomy, whereas 30% believed they knew enough about the subject. Results from the post-survey indicated a noteworthy improvement in these domains, with 70% indicating increased confidence in their ability to teach and 40% reporting better understanding of astronomy. Furthermore, from 25% to 60%, instructors were better equipped to teach astronomy, and from 13% to 40%, they were better able to incorporate astronomy into the curriculum. The findings imply that focused training initiatives might greatly improve preschool instructors' aptitude for teaching STEM subjects, especially astronomy. In order to close the gaps in instructional abilities and topic understanding and ultimately promote more successful STEM education in early childhood settings, our findings reinforce the necessity of ongoing professional development.