Interest In Science, Technology, Engineering And Mathematics Careers Research Articles

STEMing together: a comparison of co-ed and all-female informal learning environments

STEMing together: a comparison of co-ed and all-female informal learning environments

What counts as STEM, and does it matter?

To accurately measure students' science, technology, engineering and mathematics (STEM) career interest, researchers must get inside the 'black box' to understand students' conceptualizations of STEM careers. The aim of Study 1 was to explore whether students' conceptualizations of STEM included medical careers. The aim of Study 2 was to explore whether predictors of STEM career interest (e.g., gender and motivation) varied by STEM definition (inclusion/exclusion of medical careers). In Study 1, the sample was US college students (N = 125) who were mostly White (80%). In Study 2, the sample was US 10th-grade high school students (N = 455) who were mostly Black (79%). In Study 1, students completed an online questionnaire. In Study 2, students completed various measures of math achievement, motivation (science and math expectancies of success, interest and importance value) and career interest with an importance. In Study 1, medical careers were less often classified as STEM careers than traditional STEM careers, but more often classified as STEM than non-STEM careers. In Study 2, science importance value was the only motivational predictor of students' STEM+Medicine career interest, and no motivation constructs predicted traditional STEM career interest. Boys expressed greater interest in traditional STEM careers, while girls expressed greater interest in STEM+Medicine careers. Students' conceptualizations of STEM are not binary. Thus, we recommend researchers are explicit about their definition of STEM with study participants, in their coding and in their publications.

Examining the predictors of STEM career interest among upper secondary students in Finland

ABSTRACT Declining interests in STEM (science, technology, engineering, and mathematics) related careers are concerning at a time when the society is becoming more reliant on complex technologies and science. Our study examined the predictors of students' STEM career interests within cohort data (N = 601) collected from Finnish general upper secondary schools. We created a SEM research model based on the Social Cognitive Career Theory, to explore how (1) Career outcome expectations, (2) Natural science subject interests, (3) Mathematics self-efficacy beliefs, (4) Receiving career information from various sources, (5) Support for mathematics studies related to (6) students’ STEM career interests. A structural equation modelling (SEM) analysis showed receiving career information from various sources had a positive effect on STEM career interest. Likewise, mathematics self-efficacy beliefs positively related to natural science subject interest which, in turn, contributed to students’ interest towards STEM careers.

Gendered Science Practice at Secondary School and its Effects on Science Motivations

This study explores the effects of gendered inquiry-based learning (IBL) practices on other science learning experiences and motivations including STEM (Science, Technology, Engineering, and Mathematics) career aspirations. For this, PISA 2015 data representing the Finnish 15-year-old student population has been selected and analyzed by multiple group structural equation modeling. According to the results, while girls and boys perceived a similar frequency of conducting IBL at school as a student, boys were more aware that students were allowed to conduct high autonomous IBL activities such as designing their own experiments. Also, boys expressed that they got more feedback from their teachers, and it was moderately related to the IBL engagement. Moreover, the result showed that while boys perceived more IBL experiences, the efficacy of the IBL activities was higher for girls since the relationship between IBL and science motivations was stronger for girls compared to boys. Lastly, this study found that a teacher was more prone to undervalue girls’ science performance than boys during IBL. Based on the findings, this study argues that school IBL practices could be a good source for examining gender equity in science education. Also, the findings recommend gender-inclusive science practices at school in order to increase girls’ interest in STEM careers and to enhance the effects of IBL on students’ science achievement.

Empowering girls in STEM: Impact of the girls meet science project

AbstractGender equity is a critical agenda for Science, Technology, Engineering and Mathematics (STEM) education to increase women involvement in the STEM pathway. Our study is about the impact of a project in which all‐girl teams participated to an educational robotics program. We used quantitative and qualitative data to determine the impact and understand the girls' program experiences. After the participation of the program, the mean scores have increased in interest in STEM, interest in STEM careers, STEM identity, and understanding of STEM scales. The groups underlined their problem solving and group work experiences, as well as their excitement and motivation related with the STEM activities.

THE EFFECT OF LEARNING EXPERIENCES ON INTEREST IN STEM CAREERS: A STRUCTURAL EQUATION MODEL

Learning experiences can affect students' interest in STEM (science, technology, engineering, and mathematics) careers. Applying the social cognitive career theory, this study tested and compared the effect size and effect mechanism of formal learning experiences (FLE) and informal learning experiences (ILE) on 1133 tenth-grade students' interest in STEM careers (ISC) through a paper questionnaire survey. The results of structural equation model analysis showed that: 1) The total effect of ILE on students' ISC is much greater than that of FLE; 2) ILE, STEM self-efficacy (SSE) and STEM careers perceptions (SCP) can directly affect students' ISC; FLE and ILE can also indirectly affect students' ISC through the mediating role of SSE and SCP. The analyses suggest that in order to improve students' ISC, STEM education (especially informal STEM education) should be strengthened, both formal and informal education should pay attention to the cultivation of students' SSE and SCP. Keywords: interest in STEM careers, learning experiences, social cognitive career theory, STEM careers perceptions, STEM self-efficacy, structural equation model

Exploring the role of 3D printing and STEM integration levels in students' STEM career interest

AbstractThe use of 3D printing in science, technology, engineering and mathematics (STEM) learning is a promising way for integrated STEM education. This study examined the influence of 3D printing infused STEM integration on students' interest in STEM careers, which is essential for students to participate in STEM disciplines and future STEM careers. The participants included 26 teachers across six states in the United States and their 1455 students in primary and secondary classrooms. Teachers' lesson plans were analysed to examine the level of 3D printing and STEM integration. Students' interest in STEM careers was measured using a previously validated career interest scale. Cluster analysis and multiple regression analysis indicated that girls were more interested in empathetic STEM careers, whereas boys were more interested in analytic STEM careers. While 3D printing integration level was not a significant predictor, teachers' STEM integration level positively predicted students' interest in both analytic and empathetic STEM careers. Practitioner notesWhat is already known about this topic Student career interest in primary and secondary school predicts college degree and career choice. 3D printing has the potential to improve students' interest in STEM careers. STEM career interest is associated with student gender. What this paper adds This study examined the role of 3D printing and STEM integration level and student gender in students' STEM career interest. Teachers' 3D printing integration level was not a significant predictor, but STEM integration level positively predicted students' interest in STEM careers. This study confirmed that boys were more interested in Analytic STEM careers, whereas girls were more interested in Empathetic STEM careers. Implications for practice and/or policy Student STEM career interest improves when teachers integrate STEM in their instruction. STEM instruction can be made relevant by focusing on empathetic aspects of STEM for girls, but caution should be exercised to minimise stereotyping.

Determination of the STEM Career Interests of Middle School Students

The aim of this research is to determine the middle school students' interest in STEM (Science, Technology, Engineering and Mathematics) field. Descriptive survey model, which is one of the quantitative researches, was used. A scale named ‘’The Development of the STEM Career Interest Survey (STEM-CIS)’’ was applied to the middle school students who were studying in public schools in two different central districts of Ankara. 271 (51.7%) female and 253 (48.3%) male student attended to the research. The reliability coefficient of this questionnaire was calculated as 0.902. The findings show that self-efficacy, personal goals, expectation of results, interest in science, contextual support and individual inputs are effective in STEM career interests of middle school students. STEM career interest has been found to be disproportionate to gender, but it is proportional to class level. In order for students to develop their career plans, the content which is specific to the STEM fields can be combined with the course content itself.

The Role of Parental Socializing Behaviors in Two Domains of Student STEM Career Interest

The shortage of STEM (science, technology, engineering, and mathematics) professionals worldwide calls for research to identify social forces that can foster student career interest in this domain. In this study, we examined the underlying structure of middle school student STEM career interest and the role of their parents’ STEM-specific behaviors in explaining this interest. Students (N = 488) reported their interest in eighth grade (Mage = 14.48 years), while parental data were collected approximately 15 months earlier. Parents (N = 488) reported on their encouragement of their child’s STEM interest, provision of STEM materials for the child, and their own participation in STEM activities. Student grades in STEM school subjects were collected at the end of seventh grade. The findings suggest that in this age, students differentiate between their interest in science and engineering–technology-oriented career activities. Boys showed higher STEM interest than girls but only in the engineering–technology domain. Prior STEM school achievement predicted student science interest but not engineering–technology interest. After controlling for student gender and STEM achievement, the overall parent STEM support predicted both types of STEM interest, equally for boys and girls. However, parents reported more STEM-specific practices in case of sons than daughters. The results are discussed in the framework of the ontogeny of children’s STEM vocational interest and previous findings on the gendered socialization in STEM within the family. Implications for interventions and curricula in the STEM domain are also discussed.

The Role of Dual Enrollment STEM Coursework in Increasing STEM Career Interest among American High School Students

Background/ContextThe United States is facing a shortage of domestically prepared STEM (science, technology, engineering, and mathematics) professionals, yet many high school graduates find they are not sufficiently prepared for college-level work in STEM subjects. Dual enrollment STEM courses count for both high school and college credit, expose students to the demands of a college course, and may be used to augment existing high school course offerings and graduate students who are better prepared to continue, and are interested in continuing, their education in STEM.Purpose/Objective/Research Question/Focus of StudyThis study investigated changes in students’ reported interest in STEM careers after taking a dual enrollment STEM course. We address the following questions: (1) Are high school students who take one or more STEM dual enrollment courses more likely than their peers to report an interest in STEM careers by the end of high school? (2) Is dual enrollment STEM course-taking more effective than Advanced Placement STEM course-taking in increasing student interest in STEM careers by the end of high school?Research DesignA quasi-experimental research design was used in this work, with propensity weights employed to account for group self-selection effects post hoc. Data were collected through a national survey of college students (N = 14,114) who provided information about their K–12 experiences.Findings/ResultsAfter controlling for demographic, academic, and background characteristics, particularly prior interest in a STEM career, the odds of a STEM career intention were 1.3 times (p < .05) greater for those taking a dual enrollment course compared with peers who did not. Students who took both dual enrollment and AP STEM courses had 2.1 times the odds of their nonparticipating peers to report an interest in STEM careers. Results show that the STEM dual enrollment intervention is equally effective for students of all demographic backgrounds.Conclusions/RecommendationsThis study is the first to examine the link between dual enrollment and career interest, revealing an additional avenue through which students may be encouraged to pursue STEM careers. Dual enrollment is a promising intervention to increase STEM career interest among all high school students, including students of different genders, races, socioeconomic status (as measured by highest parental education level), and academic achievement (as measured by math SAT score). The policy implications for this work are that dual enrollment programs should be vigorously implemented and promoted in an effort to increase the number of students, especially students from underrepresented groups, who graduate from high school with an interest in a STEM career.

STEM - Play, Learn and Work: STEM Education in Academic Club Based on Community and Local Products to Improve a Positive Attitude towards STEM

This paper developed a practical learning activity named “STEM - Play, Learn and Work” to increases students’ interest and engagement in the learning of STEM (Science, Technology, Engineering, and Mathematics). Because we need to show that STEM knowledge and skills can solve everyday problems and promote community and local products, one popular product in our local community is selected as a representative to be the main theme of learning. We designed the project-based learning activity combined various STEM subjects through steps of production for the representative from the beginning to the end. We used an experimental “STEM - Play, Learn and Work” to 19 students in grade ninth – twelfth in class of academic club. The learning outcomes including student performance and attitude towards STEM are discussed. The assessment results (one assessment taken before the activity, one after) show that the activity improved students’ knowledge in STEM subjects significantly. It also increased students’ positive attitude towards STEM and interest in STEM careers. Students have the opportunity to apply their meaningful STEM knowledge and skills to solve problems in everyday life through this practical activity.

Parental Influence and Undergraduates’ Career Choice Intentions

The underrepresentation of graduates in science, technology, engineering and mathematics (STEM) fields has become a matter of grave concerns for many governments around the world, especially Malaysia, as STEM education is the key to economic progress. The aim of this study is to identify the effects of parental influence on undergraduate students’ career choices. For the purpose of this study, data were obtained with the use of structured questionnaires which were administered to 242 final year undergraduate students within STEM disciplines. The regression analysis revealed that continuous information and support from parents have a lasting positive impact on students’ interest in STEM careers. Results from this research can be useful for education policy-makers and carry valuable information for further research in education and career planning

The Relationship Between Advanced Placement Mathematics Courses and Students’ STEM Career Interest

Increasing the number of students choosing a STEM (science, technology, engineering, and mathematics) career is a national educational priority. One way thought to increase interest in STEM is with advanced STEM courses in high school, especially Advanced Placement (AP) courses. Using data from 15,847 college undergraduates, we investigated the relationship between participation in AP mathematics courses (AP Calculus and AP Statistics) and student career interest in STEM. After controlling for covariates, the strongest effect ( d = 0.13) showed that students who took AP Calculus had a modestly higher career interest in engineering and mathematics/computer science. However, the relationship between most AP mathematics courses and most STEM career outcomes was negligible. Most differences in outcomes between AP and non-AP students are likely due to preexisting differences between the two groups.

Students Attitude towards Science, Technology, Engineering and Mathematics in Developing Career Aspiration

Integrating Science, Technology, Engineering and Mathematics (STEM) will benefit the national economy. Therefore, educators and school community have given appropriate attention to students that are competitive to fulfill the industrial economy needs. This research studied the nurturing of attitude towards STEM among students in developing interest in STEM careers by using the survey method. Research objective to determine direct influence between attitude towards STEM and development of STEM career interest among Form Four science stream students. A total of 398 Form 4 students from the science stream in secondary school in Selangor, Malaysia have been chosen as respondents. The Student Attitudes questionnaire toward Science, Technology, Engineering, and Math (S-STEM) and interest in STEM career is used to study the influence of attitude towards STEM in developing STEM career aspiration among science stream students. Result of the study shows that the students attitude in developing STEM career recorded the value p =.002 and is significant with the value of p

BioSTEPS: Biochemistry Problem Solving and Its Role in Undergraduate Success and Persistence

Several concepts are critical to undergraduates' development of expertise in biochemistry, including (1) the physical basis of noncovalent interactions, (2) thermodynamics of macromolecular structure, and (3) biochemical pathway dynamics and regulation. Students who integrate knowledge about these concepts should be able to solve authentic biochemistry problems, such as predicting the impact of amino acid substitutions on protein folding or perturbations in a metabolic pathway on flux. The objective of this study is to investigate the following research questions related to these three biochemistry concepts: What are the difficulties encountered by beginning and advanced STEM (science, technology, engineering, and mathematics) undergraduates when solving biochemistry problems? To what extent do undergraduates' biochemistry problem‐solving skills predict their success in science and intentions to pursue a science career?To address these questions, we are conducting a longitudinal study of 700 STEM students who enrolled in introductory biology at a research‐intensive institution. Students completed the BioSTEPS problem‐solving assessment and the SAVI survey, which measures self‐efficacy, motivation, values, and interest in STEM careers. For both instruments, validity and reliability data were collected from biochemistry experts and students. A subset of participants (n=92) participated in think‐aloud interviews to obtain more detailed information about their problem‐solving approaches. As students progress, they will complete isomorphic versions of BioSTEPS and repeat the SAVI.The longitudinal study is still in progress. The data collected to date reveal several important findings. First, students fail to see that amino acid categorization provides the key to solving structure‐function problems, lack causal mechanistic reasoning about noncovalent interactions, and solve problems incorrectly because of their inability to maintain knowledge of their early problem‐solving steps during later phases of problem solving. Second, students do not accurately interpret visual representations of feedback inhibition in metabolic pathways and lack causal mechanistic reasoning about the reversibility of chemical reactions and the impact of one step in a pathway on flux through the remainder of the pathway. Third, SAVI data suggest that introductory biology participants show high science self‐efficacy and motivation, high interest in healthcare careers, and low interest in careers in education or non‐STEM. As the longitudinal study continues, we will determine the extent to which problem‐solving ability in introductory biology predicts overall success and persistence in STEM. We also will be able to determine the role of alternative predictors, like science self‐efficacy. We will apply our findings to the design of instructional materials in the hopes of increasing student learning of biochemistry and, perhaps, success and persistence in STEM.Support or Funding InformationThis material is based on work supported by the National Science Foundation under grant DRL 1350345. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Impacts of the project based (PBL) science, technology, engineering and mathematics (STEM) education on academic achievement and career interests of vocational high school students

The aim of this study is to determine effects of the Project-Based (PBL) STEM (Science Technology, Engineering Mathematics) education on academic achievements and career interests of vocational high school students. Pretest-posttest design, one group of pre-trial model, was used in the study. The participants of the research consisted of 18 students in eleventh-grade at the furniture department of vocational high school. Quantitative data collection tools were used to gather the data for the study. “STEM Achievement Test” and “STEM Career Interest Scale” were applied to the students as pretest and posttest. The data obtained from the achievement test and carrier interest test were analyzed by using non-parametric Wilcoxon signed-rank test with SPSS 16.0 software. It was found at the end of the study that, students improved significantly their academic achievement in the furniture design course and developed career interests in a positive direction.

Problem-Based Learning (PBL) and Student Interest in STEM Careers: The Roles of Motivation and Ability Beliefs

Amid growing concerns about the future of the U.S. economy and workforce, educators and policymakers alike have increasingly emphasized the need to expand the number of students interested in, qualified for and actually pursuing careers in science, technology, engineering and mathematics (STEM). The current study draws on survey responses from a sample of 3852 high school students at inclusive STEM schools across the U.S. to investigate how project- and problem-based learning (PBL) may work to address this need. Multivariate regression results indicate that student ratings of PBL are associated with interest in pursuing a career in STEM, as well as with intrinsic motivation for science and students’ ability beliefs for both science and math. Further, mediation analysis using Hayes’ (2014) MEDIATE macro suggests that science intrinsic motivation and ability beliefs mediate the relationship between perceived PBL experiences and student interest in a future STEM career (IFSC). Our results highlight the important potential of PBL for increasing student STEM attitudes and interest in future STEM careers. As one of the only large-scale quantitative analyses of its kind, this study provides critical information for educators, school administrators and policymakers as they continue to seek effective ways of encouraging students to pursue STEM careers.

Comparison of Science Process Skills with Stem Career Interests of Middle School Students

This study was aimed to examine the relation between the STEM (Science, Technology, Engineering and Mathematics) career interests and science process skills of middle school seventh grade students. Method of this study was the relational survey method. The study was conducted on the basis of voluntariness and participants were 133 seventh grade students (69 females and 64 males) who study in middle schools under the Ministry of Education. STEM-CIS and SPST was used data collection instruments in this study. SPSS package program was used to analyse the data obtained from research. When we consider STEM career interests, it was determined that career interest of students in the fields of Science and Mathematics were higher than their career interests in Technology and Engineering. When averages of STEM-CIS were considered, career interest in Engineering was lower than career interests in other fields. In accordance with findings obtained via STEM-CIS and SPST scales, it is determined that there are low or medium-level relations between STEM career interest and science process skills. It is observed that there are medium-level relations between career interest of Science, Technology and Mathematics and science process skills. The relation between science process skills and Engineering career interest is rather low level.

Matching Abilities to Careers for Others and Self: Do Gender Stereotypes Matter to Students in Advanced Math and Science Classes?

Interest in STEM (science, technology, engineering, and mathematics) careers falls off more quickly for young women than for young men over adolescence, and gender stereotypes may be partially to blame. Adolescents typically become more stereotypical in their career interests over time, yet they seem to become more flexible in applying stereotypes to others. Models of career interest propose that career decisions result from the alignment of self-perceived abilities with occupation-required skills and that gender stereotypes may influence this process. To investigate the discrepancy between applying stereotypes to self and others, we examined if these models can be applied to perceptions of others. Focusing on students from fifth grade through college enrolled in advanced STEM courses, we investigated how STEM occupational stereotypes, abilities, and efficacy affect expectations for others’ and own career interests. U.S. participants (n = 526) read vignettes describing a hypothetical male or female student who was talented in math/science or language arts/social studies and then rated the student’s interest in occupations requiring some of those academic skills. Participants’ self-efficacy, interest, and stereotypes for STEM occupations were also assessed. Findings suggest that ability beliefs, whether for oneself or another, are powerful predictors of occupational interest, and gender stereotypes play a secondary role. College students were more stereotypical in their ratings of others, but they did not manifest gender differences in their own STEM self-efficacy and occupational interests. Experiences in specialized STEM courses may explain why stereotypes are applied differentially to the self and others.

Profile of Pre-Service Science Teachers Based on STEM Career Interest Survey

This study aims to investigate the profile of pre-service science teachers based on STEM (Science, Technology, Engineering, and Mathematics) Career Interest Survey. The study uses descriptive survey method as the research design. Samples collected from 66 preservice science teachers in a university located in Bandung, Indonesia. The results of the study are the profile of pre-service science teachers based on STEM Career Interest Survey shows that the average number of career interest in the field of technology is 4.08, in science 3.80, mathematics 3.39 and engineering 3.30. Pre-service science teachers are found to have interests in the STEM career fields. This research is necessary as there are many instances of people choosing majors or studies that are not in accordance with their interests and talents. The recommendation of this study is to develop learning in pre-service science teachers by using STEM approach.