ABSTRACT Background Popular science projects provide an opportunity for students to explore scientific disciplines in a hands-on manner, potentially influencing their future career choices, particularly in science, technology, engineering, and mathematics (STEM) fields. Purpose The study aims to explore the potential impact of participation in science popularization workshops on high school students’ perception of STEM fields and their interest in pursuing careers in science. It examines students’ attitudes through survey data, including their self-reported interest in STEM disciplines, career aspirations, and reflections on the role of hands-on experience in shaping their educational choices. Sample The study involved high school students who participated in a series of experimental workshops focused on the synthesis of superparamagnetic iron oxide nanoparticles. Design and methods We analyze the relationship between popular science projects carried out by high school students on the choice of field of study and further professional path, i.e. their attitude towards choosing a career path, and participation in workshops popularizing science into account exact STEM. To achieve this goal, we designed a series of experiments tailored to high school students. Results Students had the opportunity to study the 3D virtual representations of molecular geometry. Seventy-five percent of participants connected their professional path with the field of chemistry, and 35% declared interest in following an academic career. Conclusion These findings indicate that science popularization workshops can significantly influence students’ perceptions of STEM education and career paths. Engaging in laboratory activities, collaborative problem-solving, and direct interactions with scientists fostered a heightened interest in chemistry and related fields. Based on the Social Cognitive Career Theory, self-efficacy and outcome expectations play a pivotal role in career choices. Our results support this perspective, as students with positive workshop experiences were more inclined to consider STEM studies. Moreover, the hands-on approach bridged the gap between theoretical learning and real-world scientific applications.
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