Abstract
Science, technology, engineering, and mathematics (STEM) subjects are a significant concern in educational systems worldwide. Students who learn these subjects acquire skills and knowledge that enable countries to develop advanced technological infrastructures in industry and academia, ultimately driving local and global economies toward a more advanced future. However, many countries have reported reduced student interest in STEM studies. While students become interested in STEM subjects after joining space education projects, these are often informal activities that occur outside schools. Space education allows students to explore several subjects simultaneously through a multidisciplinary approach and facilitates the development of important skills required in the knowledge-intensive industry and academia. Hence, this research aimed to analyze the perceptions and attitudes of high school graduates exposed to school-based space studies within the formal educational framework in relation to their motivation to undergo STEM studies and other pedagogical issues. The results reveal students’ high degree of motivation to undergo STEM studies through space education, which is an expected but not obvious finding. As for the pedagogical aspect, the issues highlighted by space education include learning activities outside the classroom, the acquisition of skills, and the use of the project-based learning (PBL) approach.
Published Version
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