Exploring undergraduate early childhood education students’ conceptualizations of inquiry-based learning in early STEM education

Early childhood is widely recognized as a critical stage for STEM (science, technology, engineering, and mathematics) learning, yet many teachers feel underprepared to support children’s foundational knowledge and skills. This study examines how early childhood education undergraduate students conceptualize inquiry-based learning in STEM education through an analysis of their coursework and field experiences. The investigation explores both students’ articulated beliefs about inquiry (espoused theories) and how they enacted inquiry in practice (theories-in-use). Data were drawn from course artifacts including journals, reflections, learning stories, lesson plans, and field observation notes. While existing literature emphasizes teacher education students’ attitudes and general STEM preparedness, it seldom captures their lived experiences or contextual practices and frequently overlooks undergraduate voices, leaving key questions about how they understand and approach inquiry in early STEM education. The implications of this study extend to undergraduates, early childhood educators, teacher educators, educational leaders, and researchers. By examining how future educators conceptualize and enact inquiry-based learning in practice, this work contributes to a deeper understanding of how teacher preparation can better equip early childhood educators to engage young children in meaningful, inclusive, and developmentally appropriate STEM learning.