近二十年來美國持續推動STEM教育，以提高國民的理工科技素養，和國家發展與競爭力。幼兒階段的技能培養，會影響個體後續的發展，於學前教育階段培養幼兒STEM素養成為重要議題。STEM教育的成效與教師相關。影響幼兒接觸STEM的重要因素，包括教師知識、教學效能、對科學的態度、教學信念等。
本研究採質性研究，以幼兒園教師為研究對象，探討幼兒園教師以生活化、在地化的主題教學活動，在人文社會主題框架，存有的STEM教育理念及學科教學知識。資料搜集以觀察紀錄幼兒的STEM能力展現和訪談教師對於STEM課程的論述為主。以科學教育的探究及學習環理論為據，導入課程的逆向設計、知情設計模式，及問題導向課程設計原則，分析比對資料，歸納「幼兒STEM教育課程與教學整體支持架構」。研究結果提供教師於主題教學發展STEM教育參考，及幼兒園發展STEM教育支持系統的參照。

To improve the citizen literacy of science and technology and the sustainable development and competitiveness of the nationals, United States has continued to promote STEM education in the past two decades. Competencies cultured in early childhood stage will affect the subsequent development of individuals. Providing STEM learning environment in early childhood education becomes an important issue. The effectiveness of STEM education is related to teachers. Important factors will affect children’s exposure to STEM including teacher knowledge, teaching effectiveness, teacher’s attitude towards science, teaching beliefs and so on.
Qualitative research method was adopted to investigate the STEM education concept and subject knowledge in the framework of humanistic science of preschool teachers according to their place-based / livelihood-based of thematic teaching activities. Children’s performance of STEM competencies and teachers’ arguments of STEM education were documented and analyzed. The ‘STEM Early Childhood Education Curriculum and Teaching Support Framework’ was conducted based on the theories of inquiry teaching method and learning cycle as well as coupled with the backward design model, informed design model, and the problem-oriented curriculum design principles. Results of the study provides references for preschool teachers to develop the thematic teaching with STEM and to construct STEM education support system in preschools.

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