Early childhood STEM education research in Türkiye: a meta-synthesis study

Abstract

This research aims to establish a comprehensive framework for studying STEM education in early childhood using the meta-synthesis approach. A total of 97 studies conducted in Türkiye between 2017 and October 2024 were examined, focusing on their contributions to the field. The studies were categorized based on sample groups, research methods, data collection tools, and the impact of STEM-based educational practices on children, teachers, and teacher candidates. The findings highlight that STEM education in early childhood generally yields positive outcomes, fostering children’s cognitive, social, and problem-solving skills. Teachers and teacher candidates also benefit, as these practices enhance their interdisciplinary teaching abilities and confidence in integrating STEM into their curricula. Despite the growing interest in STEM education, certain areas remain underexplored, such as long-term impacts on children, parental involvement, and the role of school administrators. Additionally, while experimental methods dominate, there is a need for more qualitative and mixed-methods research to provide a nuanced understanding of contextual and process-oriented factors. The results indicate a significant increase in research dedicated to STEM education in recent years, reflecting its critical role in preparing children for the demands of the 21st century. This meta-synthesis study provides a comprehensive overview of trends, gaps, and future directions in the field. By identifying commonalities and under-emphasized points, it offers valuable insights for researchers, educators, and policymakers aiming to advance STEM education in early childhood settings.