STEM Attitudes Research Articles

Ortaokul Öğrencilerinin Stem Tutumları İle Mühendislik Bilgi Düzeyleri Arasındaki İlişkinin İncelenmesi (Uşak İli Örneği)

The purpose of this study is to examine the relationship between middle school students' attitudes towards STEM and their engineering knowledge levels in the sample of Uşak Province. The survey method was used in the study. A total of 723 students participated in the study by using the stratified sampling method. STEM attitude scale and Engineering Knowledge Level Measurement Scale (EKL) questionnaires which were adapted into Turkish by Aydin, Saka, and Guzey (2017, 2018) were used for data collection. The statistical analyses revealed that while gender and grade level did not make any significant difference with respect to STEM attitudes, a significant difference was found in favor of female students in terms of EKL. The only significant difference was revealed in 8th-grade students with respect to EKL. Finally, a weak correlation among 6th, 7th, and 8th-grade students' attitudes towards STEM and EKL was revealed.

Educational Robots Improve K-12 Students’ Computational Thinking and STEM Attitudes: Systematic Review

Due to the interdisciplinary nature of robotics, more and more attention has been paid to its effectiveness in the field of education in recent years. This systematic review evaluated existing studies in improving K-12 students’ computational thinking and STEM attitudes. Research articles published between 2010 and 2019 were collated from major databases according to six criteria, and 17 studies were eligible. A meta-analysis was conducted to evaluate the effectiveness of educational robots in terms of standardized mean differences (SMD) or mean differences (MD) of test scores as outcome measures. The overall effect size was medium (SMD = 0.46, 95% CI: 0.23–0.69). Subgroup analysis found that some groups to have better effectiveness. Specifically, the effect of STEM attitudes (SMD = 0.01) was smaller than computational thinking (SMD = 0.48). Educational robots had more significant effect on boys (MD = 0.39) than girls (MD = 0.27). The effect in primary school (SMD = 0.27) was higher than in middle school (SMD = 0.04), and the effect was great on short-term instruction with educational robots (SMD = 0.35). Based on these results, the study makes some recommendations for educators about strengthening the influence of educational robots on STEM attitudes, improving the persistence of their learning effects, and further exploring their application models.

Investigation of the Relationship Between Middle School Students’ Computational Thinking Skills and their STEM Career Interest and Attitudes Toward Inquiry

This study investigated the relationship between middle school students’ computational thinking skills and their STEM career interest and attitudes toward inquiry. A total of 289 students (146 female, 143 male) enrolled in four different middle schools in one province of Turkey participated in this study. Three different data collection tools were used in the study: Science Technology Engineering Mathematics-Career Interest Survey, computational thinking scale, and the scale of attitude towards inquiry. The data were analyzed using the structural regression model, which is one of the structural equation models. A significant correlation was found between the middle school students’ computational thinking skills and their STEM career interest and attitudes toward inquiry. In this context, efforts can be made to develop computational thinking skills, such as creativity, algorithmic thinking, cooperative thinking, and critical thinking to increase middle school students’ STEM career interest and attitudes toward inquiry.

Adapting to Uncertain Times: Implementing Integrated STEM Curriculum during the COVID19 Pandemic and the Impact on Student Attitudes

The global pandemic in 2020 thwarted teachers’ plans to continue their integrated STEM curriculum implementation as school closures created the urgent need to use distance learning modes to support students. This study highlights the journey of one school that continued to offer STEM project-based curriculum during Covid19 using online learning platforms during one term, for half their cohort of students. The other half of students undertook their STEM project-based curriculum with face-to-face learning once students returned to school after restrictions were lifted. Following an explanatory sequential mixed-methods design (Creswell, 2013), this study explored the impact of blended learning, undertaken during Covid-19 restrictions, on student attitudes in STEM subjects. For students that completed two projects with face-to-face learning, there were no statistically significant differences in STEM attitudes. However, students that undertook STEM with blended learning during Covid19 restrictions indicated a significant increase in their attitude in mathematics. Interviews with three STEM teachers illuminate these findings.

The Effects of Scenario-Based STEM Project Design Process with Pre-service Science Teachers: 21st Century Skills and Competencies, Integrative STEM Teaching Intentions and STEM Attitudes

The purpose of this study is to determine the effects of the scenario-based STEM project design process on pre-service science teachers’ perceptions of 21st-century skills, competencies, integrative STEM teaching intentions, and STEM attitude. In the study, a pretest-posttest quasi-experimental design, which does not contain a control group, was used. The participants of the research are 66 fourth-grade pre-service science teachers in the south-west of Turkey. The 21st-century skills and competencies scale and an integrative STEM teaching intentions questionnaire, and a STEM attitudes scale were used as a pre-test and post-test. Pre-service teachers designed projects using engineering design processes to solve the problems in the scenarios given to them. In the analysis of the data, paired-samples t-test and Wilcoxon Signed Rank Test were applied using SPSS-21. The results show that designing a scenario-based STEM project certainly contributed to the 21st-century skills competence perceptions, STEM teaching intentions, and STEM attitudes of pre-service science teachers.

Analysis of Scientific Epistemological Beliefs and STEM Attitudes of The Gifted Students

The aim of this study is to analyze the relationship between STEM attitudes and epistemological beliefs of gifted students. For this purpose, the level of epistemological beliefs and attitudes towards STEM fields has been examined in the study. Also, some examinations have been made in order to find out whether the dimensions of STEM attitude ‘’science, mathematics, engineering-technology, 21st century skills’’ and epistemological belief differ from each other within the dimensions of authority and accuracy, information generation, source of information, reasoning and variance of information. The sample of the study consists of totally 105 gifted students who have attended in two different science and art centers .In this study; descriptive scanning model, which is one of the quantitative research methods, and non-parametric tests have been used for the analysis of the data obtained. As a result of the study, it has been observed that students with superior intelligence have a scientific epistemological belief at an advanced (contemporary) level of information generation, reasoning and variance of information, while they have a traditional epistemological belief in the sub-dimensions of authority-accuracy and source of information, As for the STEM attitudes, it has been found out that they have low averages in the dimensions of math and science.

STEM Tutum ve Problem Çözmeye Yönelik Yansıtıcı Düşünme Becerisi Arasındaki İlişki

The purpose of this study is to examine the relationship between STEM attitudes of middle-school students and their reflective thinking skills on problem-solving. For this aim, a survey was administered to a total of 576 students, including between 5-8 grades. In this study, the “STEM Attitude Scale” and the “Reflective Thinking Skill on Problem Solving Scale” were used as the data collection tools. The results showed that significant differences were found for the students’ reflective thinking skills on problem-solving in terms of gender, questioning, and reasoning dimensions in favor of female students. Also, significant differences among grade-levels were found in the questioning and evaluation dimen-sions of the reflective thinking skill on the problem-solving scale. Besides, significant differences were found in the engineering and technology dimensions in favor of female students and also in the mathe-matics and 21st-century skills dimensions in terms of grade-levels. Based on the findings obtained from this study, implications for teaching are made.

Gender Gap and Career Choices in STEM Education: Turkey Sample

This study aims to explore middle school students' attitudes towards STEM fields and their interest in STEM careers in terms of gender. Furthermore, this study examines the relationship between middle school students’ attitudes towards STEM fields and their interest in STEM careers. Seven hundred and seventy four students from 10 cities located in 6 geographical regions of Turkey completed the STEM Attitude Scale and STEM Career Interest Survey. It was determined that middle school students’ attitudes towards STEM were not statistically significant in terms of gender. In addition, it was found that students’ interest in STEM careers differed in terms of gender. When the scores of attitudes towards engineering and technology fields and the interest in careers in these fields were compared in terms of gender, significant difference in favor of male students was found. Furthermore, a positive correlation between the middle school students' attitudes towards STEM fields and their interest towards STEM careers was determined. Results indicate that approximately 43% of the total variance of interest towards STEM careers stems from attitudes towards STEM fields. The results obtained from this study will give an insight into how to shape the aims and applications of the future STEM education programs.

Students’ attitudes towards robotics and STEM: Differences based on gender and robotics experience

Abstract In this study, Turkish secondary school students’ attitudes towards robotics and STEM were examined in terms of gender and robotics experience. Sample consisted of 240 secondary school students (98 females and 142 males; grades 5–7). Two scales were used to collect data: STEM Attitude Scale and Robotics Attitude Scale. The data were analyzed using a One-way MANOVA and through correlational methods. Results show that the students’ attitudes towards robotics and STEM were positive. Gender had no effect on STEM attitudes. However, in terms of robotics attitudes, female students had significantly less desire and less confidence to learn robotics than male students. There was no gender effect on computational thinking and teamwork. Implications were discussed in terms of theoretical insights, practices for educational robotics in STEM, and directions for further research.

Indonesian Science Teachers’ Views on Attitude, Knowledge, and Application of STEM

This study aims to describe Indonesian science teachers’ views on STEM attitude, STEM knowledge, and STEM application. The survey method was used in this study. Ninety-three Indonesian science teachers at junior high schools in Indonesia from four of 11 provinces with the largest number teachers such as Lampung, Banten, Jawa Tengah, and Jawa Timur were surveyed. The instrument in this study consisted of 30 items. The quantitative analysis was performed to address the level of three domains such as STEM attitude, STEM knowledge, and STEM application. The results showed that Indonesian science teachers’ views are very good on STEM attitude (=4.68), moderate-level category on STEM application (=3.99), and low-level category on STEM knowledge (=3.72). It can be concluded that Indonesian science teachers believe that they have very good STEM attitude, moderate-level category on STEM application, and low-level category on STEM knowledge. These findings recommended to science teachers or science educators in Indonesia to promote STEM Education in the national curriculum especially in science subject to improve STEM attitude, STEM knowledge, and STEM application of Indonesian science teachers.

An Investigation on the Effect of STEM Practices on Sixth Grade Students’ Academic Achievement, Problem Solving Skills, and Attitudes towards STEM

This study aims to identify the effect of STEM practices, integrated into Science courses in 6th grades of middle schools, on students' academic achievement, problem-solving skills, their attitudes towards STEM, and their interest level of STEM fields. The population of the study consists of 6th-grade students enrolled in a middles school in the 2018-2019 academic year. During the research, Academic Achievement Test, STEM Attitude Scale, STEM Career Interest Survey, and Problem Solving Inventory were applied to experimental and control groups as pre and post-tests by quasi-experimental research design. In data analysis, a statistics package program was used. Results of the study showed that the Academic Achievement Test scores of experimental groups that received STEM practices were seen to be higher than that of the control group to which the constructivist approach was applied. The difference was observed to be meaningful. Also, when the post-test scores of the STEM Attitude Scale, STEM Career Interest Survey, and Problem Solving Inventory were compared, a meaningful difference was found between the experimental and control group.

Young Children’s Learning of Bioengineering with CRISPEE: a Developmentally Appropriate Tangible User Interface

Bioengineering represents an interdisciplinary field with the potential to engage young learners in science inquiry and engineering design in the context of real-world challenges. Although children encounter bioengineered products and solutions in their everyday lives, they are not introduced to bioengineering until much later in school, after stereotype threats about STEM engagement have crystallized. The purpose of this paper is to present an experimental tangible tool called CRISPEE and evidence from an intervention with young children who explored CRISPEE in the context of an informal bioengineering curriculum. In this design study, 25 children aged 4–7 years engaged in a 9-h workshop designed to introduce them to foundational bioengineering concepts of gene editing, engineering design, and bioethics. Children’s attitudes and content knowledge about life science, engineering, and bioengineering were assessed pre- and post-interventions. Mixed quantitative and qualitative results show that most children entered the intervention with pre-existing ideas about genes and attitudes about engineering and science. Post intervention, children demonstrated increased positive STEM attitudes and content knowledge, especially in the area of science inquiry, and also demonstrated an emerging curiosity about the purpose and effectiveness of bioengineering work, including bioethics. Implications for research and practice are discussed.

Informal STEM: learning with robotics and game design in an urban context

This mixed methods study examined how engagement in robotics and game design influenced students’ self-efficacy, STEM attitudes, and computational thinking (CT) skills. Predominantly African-American students engaged in engineering and computer science tasks during informal learning environments. Results revealed students’ self-efficacy scores on computer gaming increased significantly. Focus group data supported these findings, revealing that computer programing was challenging, but students enjoyed the tasks, added elements of culture in some cases, and valued the agency the tasks provided. Focal students were also able to make connections to STEM-related careers. Observational data demonstrated that focal students exhibited substantive CT during robotics and moderate CT during game design. Results support the idea that robotics and game design may be used to broaden underrepresented students’ participation in STEM.

Enhancing STEM competence by making electronic musical pencil for non-engineering students

STEM education has received increasing attention in recent years. Researchers have indicated that STEM learning activities should be closely connected to real-world problems to facilitate students' learning and foster positive STEM attitudes. In response to this recommendation, this study aims to investigate the effectiveness of non-engineering students' making electronic musical pencil on their STEM competence. An instructional design based on knowledge, skills, and attitudes (KSA) enhancement framework was proposed. Data were collected from 22 non-engineering students, the experimental results show that the effect of making electronic musical pencil by adopting the KSA enhancement framework on non-engineering students not only produces positive STEM competence learning outcomes according to Bloom's taxonomy but also enhances learners' attitude changes towards STEM.

Service-Learning as a Lever to Support STEM Engagement for Underrepresented Youth

Background: Women and people of color are consistently underrepresented in science, technology, engineering, and math (STEM) fields and careers. Though there are myriad factors underlying these gaps, one potential variable may be the extent to which these students feel connected to their STEM classroom experiences. Purpose: The present study investigated the potential of a service-learning experience to support STEM engagement for underrepresented youth. Methodology/Approach: Two cohorts of high school students participated in a summer program through which they built “solar suitcases” to provide electricity for communities in need. Observations and student surveys measured student engagement and changes in STEM attitudes, dispositions, and beliefs. Findings/Conclusions: Students were highly engaged in service-learning activities and demonstrated improved Science Fascination, Science Values, and STEM Career Affinity after participating in the program. Implications: Implications for the design and delivery of culturally relevant service-learning experiences are discussed.

From quality to outcomes: a national study of afterschool STEM programming

BackgroundState afterschool networks across the US are engaged in system-building efforts to improve the quality of science, technology, engineering, and math (STEM)-focused afterschool programming. This study examined national trends in STEM program quality, youth outcomes, and the connections between these two data sources.MethodsOne thousand five hundred ninety-nine youths (grades 4–12) enrolled in 158 STEM-focused afterschool programs across 11 state networks completed a retrospective self-assessment measuring STEM attitudes and social-emotional learning (SEL)/twenty-first-century skills. Two hundred fifty standardized observations of STEM activities were performed to measure STEM program quality.Results(1) Most youth (65–85%) reported increases in STEM engagement, identity, career interest, career knowledge, relationships, critical thinking, and perseverance, with the largest gains reported by those engaging with STEM activities for 4 weeks or more; (2) there were significant, strong correlations between STEM and SEL/twenty-first-century outcomes reported by youth; and (3) youth participating in higher-quality STEM programming reported more growth than peers participating in lower-quality programs.ConclusionThis effort demonstrates how investments in STEM program quality yield high returns for programs and youth and how collaborations between research and practice can track successes and challenges, determine investments in program management, and expand advocacy and policy efforts. Additionally, this study supports a growing body of literature that suggests a synergy between youth development and STEM learning approaches that can improve outcomes for youth.

A Single-Item Measure for Assessing STEM Identity

Science identity based frameworks have proven fruitful in predicting persistence in careers in Science, Technology, Engineering, and Mathematics (STEM). However, much of the research in this area is qualitative or relies on measures of science identity that have not been validated. Here, we propose and provide initial evidence for the validity and reliability of the single-item STEM Professional Identity Overlap measure (STEM-PIO-1) that aims to assess the broader construct of STEM identity via students’ perceived overlap between the image they have of themselves and the image they have of STEM professionals. Across three studies, we provide evidence of convergent, discriminant, and criterion validity—the measure displays moderate positive associations with adapted measures of STEM identity, explains unique variance relative to related but distinct measures of STEM identity, and is positively associated with STEM attitudes, STEM self-efficacy, mastery goal orientation, and agentic behavior toward one’s graduation goals. The measure differentiates between STEM and non-STEM majors, and is associated with self-reported persistence in one’s STEM major. The single-item measure displays moderate test-retest reliability and an expanded four-item version yields good internal consistency. Although continued validation is needed, the simplicity of the STEM-PIO-1 may prove valuable in its ability to promote consistency in measurement of the STEM identity construct across time, age groups, and disciplines.

MUBEM & SAC: STEM Based Science and Nature Camp

The idea behind the MUBEM & SAC: STEM based science and nature camp was a transformation of scientific knowledge into artifacts using the engineering design process and scientific inquiry. The goals of the camp were developing an integrative science perspective in accordance with the nature of STEM education, supporting career choices of participants for STEM fields, experiencing outdoor learning environments and researches with real scientists, internalizing engineering design process by creating artifacts, and comprehending interaction with nature and science. The participants were sixth and seventh grades gifted students (Male: 14 and Female: 15). STEM attitude scale, researcher notes, artifact, camp, and activity evaluation forms were used as data collection tools. The several disciplines such as astronomy, archeology, music, and mathematics involved the camp. The participants found the opportunity to use telescopes, experience an extensive archaeological excavation, observe the near-nano size object with electron microscopes, construct a bridge like an engineer, and design artifacts like rockets and holograms during the camp. According to results, the science and nature camp supported participants’ STEM attitudes and participants' views on the science and nature camp were positive. In addition, participants' artifacts were also qualified as STEM artifacts.

Wearable Textiles to Support Student STEM Learning and Attitudes

Electronic textiles, especially those that can be worn (wearable textiles) are gaining traction within the P12 education community. The technology provides hands-on learning that is both exciting and personally relevant, especially for females, who have historically responded positively to aesthetics and textile design. A number of studies have examined the potential of wearable technologies in education but they generally use small samples, mostly engage secondary school students, and are carried out in either formal or informal settings. In contrast, this study utilized a large sample of 808 upper elementary students and involved both in- and out-of-school learning contexts led by formal and informal educators. The present study used a quasi-experimental, prepost design with two groups (treatment and control) to measure the impact of a wearable technology intervention on students’ (a) knowledge of circuitry, programming, and engineering design and (b) self-efficacy in making a wearable e-textile product. The three-level multilevel (i.e., children nested within teachers which were nested within schools) ANCOVAs were estimated for each outcome of interest (knowledge of circuitry, programming, engineering design, engineering self-efficacy, and programming self-efficacy). Results indicate that wearable technology’s integration of engineering, computing, and aesthetics promises to be an excellent interdisciplinary context to support students’ STEM learning and attitudes at the upper elementary level. However, differential results between males and females underscore the need to infuse gender-appropriate pedagogical practices to insure that females develop the needed self-confidence to successfully complete tasks involving these two skill areas.

Elementary School Student Development of STEM Attitudes and Perceived Learning in a STEM Integrated Robotics Curriculum

Robotics has been advocated as an emerging approach to engaging K-12 students in learning science, technology, engineering, and mathematics (STEM). This study examined the impacts of a project-based STEM integrated robotics curriculum on elementary school students’ attitudes toward STEM and perceived learning in an afterschool setting. Three elementary school teachers and 18 fourth to sixth graders participated in an eight-week-long program. Quantitative and qualitative data were collected and analyzed, and showed students’ attitudes toward math improved significantly at the end of the robotics curriculum. Three specific areas of perceived learning were identified, including STEM content learning and connection, engagement and perseverance, and development and challenge in teamwork. The findings also identified the opportunities and challenges in designing a STEM integrated robotics afterschool curriculum for upper elementary school students. Implications for future research studies and curriculum design are discussed.