Teaching Strategies in STEM for Early Year Children: An Inquiry-Based Learning Approach

This presentation discusses inquiry-based learning and teaching strategies in STEM for early year children. It explains the benefits of inquiry-based learning and explores different teaching strategies, including team-based learning, visualization strategy, inquiry-based instruction strategy, and effective lecturing. The presentation concludes by emphasizing the importance of effective teaching techniques in enhancing students' learning and understanding of subjects.

Oral presentation

Table of content
 Introduction
 Inquiry based learning
 Teaching strategy in STEM for children in early year
 Conclusion
 References

Introduction
 Oral presentation can be also known as public
speaking, simply presentation that consists individual
as well as group by addressing different topic and
audience.
 It aims to educate, entertain, present argument and
inform. It is used in order to provide education to
students.

Inquiry based learning
 Inquiry based learning can be described as learning process
that consist engagement of students with development of
real-world connection by questioning and exploration.
 There is different component included in this type of
learning for students. These components include
observation, questions, investigation, conclusion and
discussion.

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Inquiry based learning on the other hand is a strategy that consist students to follow specific
methods as well as practices which is similar to professional scientists for constructing
knowledge. There are various benefits of this type of learning for a student which are
mentioned below:
 It improve engagement of students by allowing them to ask question to explore more. It will
increase participation of students with teacher that is create positive impact over
engagement of students.

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 Structured inquiry: In this model, students need to follow all leads of professor that
allows them to introduce question and also to provide guidance including resources,
assessments, activities.
 Controlled inquiry: It is a model that allow students to explore one question among
available questions offered by teachers with use of selection of resources offered by
teachers.

Teaching strategy in STEM for children in early
year
 Teaching strategy: Teaching strategy and methods are defined as
the methods as well as techniques that are used by teachers
provide support and assistance to their pupils and students
through adopting specific learning process.
 STEM: STEM education is defined as the teaching approach that
is related to various educational fields such as science,
technology, engineering and maths. It also includes arts that is
related to the ability to expand the limit of STEM education as
well as application.

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Teaching strategy in STEM:
 Team-based learning: It is defined as the pedagogical strategy
that plays important role in encouraging students’ knowledge
through the concept of individual testing as well as group
collaboration.
 Visualisation strategy: Visualisation teaching strategy is
defined as the academic concept to life with visual and practical
learning experience that helps students to understand how their
schooling pupils in real world.

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 Inquiry-based instruction strategy: This teaching
strategy is related to provoking questions that inspire
students to think in depth regarding issues and become
more dependent learner.
 Effective lecturing: Teachers also uses digital aspects
such as slide presentation in large auditorium to provide
effective learning to students.

Conclusion
As per above presentation, it can be concluded that it is important for teachers to provide
effective learning to students in order to enhance their learning and understanding
regarding subjects. There are various teaching techniques that are implemented by the
teachers that helps students to gain depth understanding and help them to attain career
development opportunities.

References
 Al Mamun, M.A., Lawrie, G. and Wright, T., 2020. Instructional design of scaffolded online
learning modules for self-directed and inquiry-based learning environments. Computers &
Education, 144, p.103695.
 Harper, R.P., Weston, T.J. and Seymour, E., 2019. Student responses to problematic STEM
teaching methods. In Talking about Leaving Revisited (pp. 149-195). Springer, Cham.
 Harper, R.P., Weston, T.J. and Seymour, E., 2019. Students’ Perceptions of Good STEM
Teaching. In Talking about Leaving Revisited (pp. 245-276). Springer, Cham.