The Effect of Integrative STEM Instruction on Elementary Students’ Attitudes toward Science

Radu Bogdan Toma,Ileana M Greca

doi:10.29333/ejmste/83676

Abstract

An inquiry-based integrative STEM education approach was implemented in two fourth grade Elementary Education classes, in Spain, through a module on simple machines. The viability of this science education model in the official Spanish curriculum and its influence on students’ attitudes towards science and learning of STEM subjects has been studied through an adapted Test of Science Related Attitude scale, achievement tests, and teachers’ interviews. Students participating in the integrative STEM project reported significantly more favourable attitudes toward science than students from traditional classrooms. Although attitude scale and achievement test results seem to show that an integrative STEM education may be feasible in 4th grade of the Spanish elementary education, interviews revealed reluctance among teachers to use integrative STEM education and more directive instructions on implementing such an educational model are demanded. Implications for science education and future studies are discussed.

Highlights

Numerous reports warn of failings in the educational system to provide suitable science and technological training for young people in relation to the employment needs of the 21st (e.g. EC, 2016; UNESCO, 2015)
Results of this study reinforce the advantages of an integrative STEM education which uses inquiry teaching methodology
It appeared to improve students’ attitudes toward science and fostered science content learning. The use of this approach has indicated to be viable in 4th grade of elementary education, teachers remained reluctant about its use and demanded more directive instructions, which requires future studies

Summary

Introduction

Numerous reports warn of failings in the educational system to provide suitable science and technological training for young people in relation to the employment needs of the 21st (e.g. EC, 2016; UNESCO, 2015). In Europe, the number of students that end their formal studies with no scientific qualification has increased (EC, 2015), and the number of enrolments in scientific courses has fallen (OECD, 2005, 2006). The reasons for this constant reduction have been previously investigated Lindahl (2007), after a longitudinal study with students of 12-to-16 years old, concluded that career aspirations and interest in science became evident at 13 years old and that the probability of engaging students in science related activities at later ages was progressively more difficult. Different studies have established that the environment in which the learning of science takes place has a direct relation with the attitudes that students will develop at a later stage in life While some studies report that boys have more favourable attitudes in comparison to girls (e.g. De Pro Bueno & Pérez Manzano, 2014; Jarvis & Pell, 2005), others have noted similar attitudes towards science among both male and female students (Akpinar, Yildiz, Tatar & Ergin, 2009)

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