Effect of Incorporating STEAM Instruction Into a Programming Course on Problem-Solving Creativity for Preservice Preschool Teachers
The main purpose of this study was to expose preservice preschool teachers to STEAM instruction by incorporating such instruction into a programming course for them; the goal was to promote STEAM- and programming-related teaching activities for them to incorporate into future classroom practice. Additionally, we assessed the effect of this instructional process on the problem-solving creativity of preservice preschool teachers. Seventy-two preservice preschool teachers from two classes were participated in this study. A pretest and posttest on problem-solving creativity were conducted. Results from a two-way mixed analysis of variance indicated that, in general, this type of instruction improved the problem-solving creativity (demonstrated through abilities related to word association, idiom replacement, contextual problem-solving, creative graphics, and making sense of ambiguous diagrams) of preservice preschool teachers. However, the effects varied when class differences were considered. The effects were the following: (1) Incorporating STEAM instruction into a programming course improved word-association ability in preservice preschool teachers regardless of class. (2) The tested instruction method did not improve idiom replacement ability. (3) The effects of this instruction method on contextual problem-solving ability and creative figure ability differed between classes. (4) Class but not STEAM instruction influenced the ability to make sense of ambiguous diagrams.
|關鍵詞||STEAM教學、幼兒職前教師、問題解決創造力、程式設計、preschool STEAM instruction、preservice preschool teachers、problem-solving creativity、programming|