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STEM (science-technology-engineering-mathematics) plays a vital role in educating people to cope with major challenges in the future. STEAM education for children aims to help children express STEM concepts by integrating and applying art in STEM courses (Hobbs, 2019; Piro, 2010). Nevertheless, this integrated STEAM learning scheme has not been fully linked with inquiry and hands-on learning in the current education research. Most of the existing STEAM courses are taught with teaching media such as robots (Choi et al., 2018), building blocks (Hansel, 2015) and programming education (Kim & Choi, 2018), but this is still inadequate to underline the combination and application of interdisciplinary knowledge as emphasized in STEAM education. In addition to the emphasis on software application, most STEM is implemented with single domain knowledge (Kim & Choi, 2018). Considering this, Kuo et al. (2019) discussed the importance of interdisciplinary STEM, and suggested implementing it through project-based learning at college level. Over the past decade, STEM has been highlighted in the education for secondary school students, but little attention has been paid to the importance of STEAM education for children (DeJarnette, 2018). Zhou et al. (2019) found that applying a project-based integrated STEM program can have a positive effect on students’ attitudes towards STEM covering the primary level; but few studies related to interdisciplinary STEAM (i-STEAM) learning have been extended to kindergartens. Thus, the present research aimed to develop an i-STEAM teaching plan to contribute to STEAM education for kindergarten children. According to the cognitive-developmental theory proposed by Piaget (1985), pre-school children engage in thinking, but their thinking tends to be autistic, and they have to follow a regular procedure to express scientific ideas (Hong et al., 2014). That is, if children are able to acquire direct experience through practice, they will have a deeper understanding of the knowledge of science (National Research Council, 2012). Inquiry learning can be Jon-Chao Hong, Jian-Hong Ye National Taiwan Normal University, Taiwan Institute for Research Excellence in Learning Sciences, National Taiwan Normal University Ya-Jiuan Ho Taipei City Government, Taiwan Huei-Ying Ho National Taipei University of Education, Taiwan Abstract. When contextualizing educational methods, teachers can focus on constructivism to develop inquiry materials as STEAM subject matter for use in schools. However, there is little research concerning what STEAM teaching resources teachers view as inquiry with hands-on STEAM instructional material for use in kindergartens. Therefore, this research used a spiral developmental course design with action research to apply a teaching inquiry and hands-on STEAM model focusing on lesson development for kindergarten children via a one-year workshop. The lesson development process of this research included a total of six stages, allowing 24 participating teachers to analyse the STEAM elements from their original lesson plans, then make revisions according to a model, including: prediction, do/observation, quiz/discussion, and explanation/ transfer (PD/OQ/DE/T). After the initial lesson plan was completed, teaching experiments were conducted, and the lesson plan was adjusted through reflection and revisions based on the suggestions of domain experts during the implementation process. Finally, 48 PDOQDET inquiry and hands-on based STEAM lesson plans were developed. Thus, it is proposed that the inquiry and hands-on i-STEAM modules developed using the PDOQDET approach can represent exemplars illustrative of an enriched design constructivist paradigm to support students’ i-STEAM learning in kindergartens.

DEVELOPING AN INQUIRY AND HANDS-ON TEACHING MODEL TO GUIDE STEAM LESSON PLANNING FOR KINDERGARTEN CHILDREN