STEM Attitudes Research Articles

Analytics Use Intention: The Role of STEM and Software Attitudes

ABSTRACT There is an increasing need for professionals who can effectively use analytics to solve complex problems and make critical business decisions. Building upon the STEM and technology and acceptance use literature, this study explored the relationship between intention to use analytics, information technology and math STEM attitudes, and attitudes toward relevant software tools among university students (n = 177). The study found a significant relationship between information technology STEM attitude and spreadsheet software intention with intention to use analytics, as hypothesized. While the study did not find support for the hypothesized relationships for math STEM attitude in the pooled data, multi-group analysis found that the relationship between math STEM attitude and spreadsheet software attitude was moderated by gender. By increasing the understanding of factors that influence interest in analytics, this study can inform educators who are developing curriculum and interventions to support learner success in this growing field of practice and scholarship.

Entrepreneurship, STEM attitude, and career interest development through 6E learning byDeSIGN™ model based STEM education

Entrepreneurship, STEM attitude, and career interest development through 6E learning byDeSIGN™ model based STEM education

THE EFFECT OF STUDENTS’ ATTITUDE TOWARDS SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS ON 21ST CENTURY LEARNING SKILLS: A STRUCTURAL EQUATION MODEL

It is crucial to educate students on the basis of science, technology, engineering, and mathematics (STEM) education to develop 21st century learning skills. However, there is little research on the contribution of the attitude towards STEM specific discipline to 21st century learning skills. This study aimed to examine the extent to which students’ attitude towards science, technology, engineering, and mathematics (STEM) contributes to 21st century learning skills. Data were collected from 779 students from three primary schools and two secondary schools with the S-STEM questionnaire. Quantitative data were analyzed with structural equation modelling. The results revealed that (a) students’ science attitude, and engineering and technology attitude had positive effects on 21st century learning skills, and (b) students’ science attitude and mathematics attitude positively affected 21st century learning skills indirectly through the mediating role of technology and engineering attitude, and (c) the school year partially played a moderating role. The finding highlights the importance of valuing STEM attitude across disciplines. In particular, students’ engineering and technology attitude is more conducive to improving students’ 21st century learning skills. It also suggests the need to pay attention to the changing effect of STEM attitude on 21st century learning skills driven by the school year. Keywords: 21st century learning skills, mediating role, STEM attitude, structural equation modelling

The Effects of STEM Education Activities on Fourth Grade Students' Attitudes to Stem, 21st-Century Skills and Mathematics Success

In the study, the effects of STEM activities applied to primary school fourth grade students on students' attitudes towards STEM, 21st century skills and mathematics achievement were analyzed. Sequential exploratory design was used in the research, which was carried out as a mixed method. In the quantitative part of the research, time series design, one of the semi-experimental designs, was used. The study group consists of 34 primary school fourth grade students. Quantitative data were collected with the STEM Attitude Scale, the 21st Century Creativity and Renewal Skills Scale, the Scratch Achievement Test and the Mathematics Achievement Test. On the other hand, qualitative data were collected with a Semi-Structured Interview Form. Descriptive statistics, ANOVA for Repeated Measures, and dependent groups t-test statistics were used in the analysis of quantitative data. Qualitative data were analyzed using descriptive and content analysis techniques and presented in tables. As a result of the research, it was determined that STEM education has a significant effect on the attitudes of primary school fourth grade students towards STEM and their 21st century skills. It has been figured out that the effect of STEM education on increasing the mathematics achievement of primary school fourth grade students is not significant. Students reported that STEM education activities were fun, useful and instructive. With STEM implementations, students' attitudes towards science, technology, engineering and mathematics have changed positively; They stated that 21st century skills such as communication, cooperation, creativity and critical thinking have developed.

The Effect of Teachers’ Attitudes Towards and Self-Efficacy Beliefs Regarding STEM Education on Students’ STEM Career Interests

High-quality Science, Technology, Engineering, and Mathematics (STEM) education provides unique opportunities for students’ futures. STEM education requires integrating multiple disciplines and promotes students’ problem-solving skills when engaging with real-world problems like engineers. Teachers have prominent roles in helping students develop basic concepts, connect their interests to their abilities, and sustain their curiosity from the early years. The present study used a predictive correlational survey design to investigate students’ STEM career interests and the effects of teacher-related variables: teacher attitudes and self-efficacy beliefs. The participants were 421 middle school students and 160 teachers randomly selected from the target population. STEM Attitudes Scale and Teacher Self-Efficacy Scale for STEM Practice were used to collect data from teachers, and STEM Career Interest Scale (STEM-CIS) was used for data collection from students. Normality assumptions were tested, and parametric tests were used. One sample t-test was used to compare students’ observed mean scores to the expected mean scores and multiple linear regression to investigate the predictivity of teacher attitudes and self-efficacy beliefs on student interests. The results revealed positive weak, and moderate relationships between teacher attitudes, self-efficacy beliefs, and student interests. Additionally, teacher efficacy beliefs had stronger predictivity on student interests than attitudes had.

Adding Relevancy to STEM Interest Through Adventure Education: A Mixed Methods Study

The purpose of this mixed methods concurrent triangulation study was to assess the vocational relevancy of adventure STEM for sixth grade students attending the Science Adventure School (SAS), a residential, informal education program focused on delivering adventure STEM education to low-income, rural students. Specifically, this study sought to research any changes in STEM attitudes, including science interest (Eccles, 2007; Gilmartin et al., 2007) and science career interest (Sadler et al., 2011) as a result of participating in SAS. In the quantitative phase of the study, curriculum relevancy and STEM attitudes were assessed with a pre- and post- adventure STEM experience survey. The qualitative portion of the study consisted of semi-structured in-person interviews with 14 students and eight teachers shortly after their SAS experience to gain additional insights into the results of the statistical analysis and identify how students and teachers see the relevancy of adventure STEM curriculum. This study’s findings add to the body of adventure STEM literature and lends support to the positive benefits of engaging youth in adventure STEM programming.

Elementary preservice teacher preparation to teach mathematics and science in an integrated STEM framework

A mixed-methods research design with a sequential, explanatory approach was used to investigate the extent to which successful completion of integrated mathematics and science methods of instruction courses related to elementary preservice teachers’ attitudes toward and confidence in teaching integrated STEM lessons. Participants (n = 24) were enrolled in their final two semesters of a teacher preparation program at a four-year public university leading to dual certification in elementary (K-6) and special education. Quantitative data were collected using the STEM Attitudes Questionnaire and the STEM Confidence Questionnaire and administered as a pre, post, and delayed post measure. Qualitative data were obtained from focus group participants and open-ended questions added to the delayed post-measures. Results indicated an overall positive change in attitudes and confidence over the 11-month period but no statistically significant difference in the participants’ attitudes toward or confidence in teaching integrated STEM lessons. Important implications for the numerous stakeholders of STEM education are presented.

Exploring the effects of near-peer teaching in robotics education: The role of STEM attitudes

Due to technological advancements, robotics is findings its way into the classroom. However, workload for teachers is high, and teachers sometimes lack the knowledge to implement robotics education. A key factor of robotics education is peer learning, and having students (near-)peers teach them robotics could diminish workload. Therefore, this study implemented near-peer teaching in robotics education. 4 K10-11 secondary school students were teachers to 83 K5-6 primary school students. The intervention included 4 3-hour robotics lessons in Dutch schools. Primary school students completed a pre- and post-intervention questionnaire on their STEM-attitudes and near-peer teaching experience, and a report on their learning outcomes. Interaction with near-peer teachers was observed. After the lessons, a paired-samples t-test showed that students had a more positive attitude towards engineering and technology. Students also reported a positive near-peer teaching experience. Conventional content analysis showed that students experienced a gain in programming and robotics skill after the lessons, and increased conceptual understanding of robotics. The role the near peer teachers most frequently fulfilled was formative assessor. Near-peer teachers could successfully fulfil a role as an engaging information provider. This study shows that near-peer teachers can effectively teach robotics, diminishing workload for teachers. Furthermore, near-peer robotics lessons could lead to increased STEM-attitudes.

External Collaboration Results in Student Learning Gains and Positive STEM Attitudes in CUREs

The implementation of Course‐Based Undergraduate Research Experiences (CUREs) has made it possible to expose large undergraduate populations to research experiences. For these research experiences to be authentic, they should reflect the increasing collaborative nature of research. While some CUREs have expanded with multiple schools across the nation, it is still unclear how a structured extramural collaboration between students and faculty from an outside institution affects student outcomes. In this study, we established three cohorts of students: 1) no‐CURE 2) single institution CURE (CURE) and 3) external collaborative CURE (ec‐CURE) and assessed academic and attitudinal outcomes. The ec‐CURE differs from a regular CURE in that students work with faculty member from an external institution to refine their hypothesis and discuss their data. The sharing of ideas, data and materials with an external faculty allowed students to experience a level of collaboration not typically found in an undergraduate setting. Students in the ec‐CURE had the greatest gains in experimental design, self‐reported course benefits, scientific skills and STEM importance. Importantly this study occurred in a diverse community of STEM disciplinary faculty from 2‐ and 4‐year institutions illustrating that exposing students to structured external collaboration is both feasible and beneficial to student learning.

The Effects of STEM-Based Alternative Energy Activities on STEM Teaching Intention and Attitude

The aim of this study was to determine the effects of STEM-based alternative energy activities on integrative STEM teaching intention and attitude of pre-service science teachers towards STEM. Some examples of daily life problems were given to participants to design STEM projects about the theme of alternative energy sources during the whole semester. Participants worked in groups of four while designing STEM products. In the research, one-group pre-test and post-test experimental design, which is one of the quantitative research methods, was utilized. The study group was composed of 29 female and 11 male pre-service science teachers studying at the science education department. Integrative STEM teaching intention questionnaire and attitude towards STEM scale were used to collect data. As a result of the research, integrative STEM teaching intention and attitude towards STEM have significantly increased compared to the pre-implementation. There were significant differences between the pre- and post-tests’ participants scores of knowledge, value, attitude, perceived behavioral control and behavioral intention, subjective norm subscales of integrative STEM teaching intention. There were significant differences between the pre- and post-tests scores for science, mathematics, engineering and technology and 21th century skills sub-scales of attitude towards STEM. The effect size for all subscales of integrative STEM teaching intention was large except for subjective norm according to Cohen (1988). The effect size was large for science, was small for math, and was medium for engineering and technology and 21th century skills subscales of attitude towards STEM. The majority of pre-service science teachers made designs about alternative energy resources, such as hydroelectric energy, solar energy and wind energy, while a small number of preservice science teachers designed STEM products about biomass energy and energy generation by vibration (piezoelectric). Findings suggested that STEM-based alternative energy activities can be implemented to improve pre-service science teachers’ integrative STEM teaching intention and attitude of pre-service science teachers towards STEM.

Teacher professional development on science, technology, engineering and mathematics: A bibliometric analysis

The quality of the teaching and learning process in the 21st century encourages teachers to innovate learning integrated into all subjects of science, technology, engineering, and mathematics (STEM) to produce students who are critical, creative, and communicative. However, the majority of teachers in developing countries still have difficulty in implementing the learning process integrated with STEM due to the lack of training professional teacher development on STEM. This study aims to identify what teacher professional development (TPD) is currently targeted, instructional strategies are most used, and the topic is most prominent on five-year-olds (2016-2020) using the SCOPUS database. The design of this study is a systematic review. Data analysis on the first and second objectives is to use a qualitative, deductive, and thematic approach. The objectives of the third study were analyzed using VOSviewer software version 1.6.15.0. The identification results from 30 articles show that teacher professional development target on five-year-olds is the focus on practical application skills on STEM and teacher attitudes and beliefs towards learning that integrates STEM. While the instructional strategy used in PD is STEM-Problem based learning and inquiry-based learning. Topics are most prominent in the researcher on TPD focus on (1) teacher, (2) student, (3) science, and (4) STEM. Recommended for future researchers to identify PD based on (1) background education teacher, (2) gender, (3) summary, and (4) what the relationship between these variables.

Promoting persistence: Can computer science career and technical education courses support educational advancement for students with learning disabilities?

Information technology and computer science represent one area of science, technology, engineering, and mathematics (STEM) that have experienced significant growth in recent years. As such, federal policy has urged schools to embed new types of STEM courses into the curriculum. As one very prominent example, computer science (CS)-focused courses are a growing branch of career and technical education (CTE)—that is, CS-CTE. While previous research has examined coursetaking patterns and subsequent outcomes of CS-CTE courses for the general student population, little is known about how participation in these courses may benefit students with learning disabilities (SWLDs). From a pedagogical perspective, CS-CTE courses, and CTE courses in general, may be uniquely positioned to improve schooling outcomes for SWLDs. Using data from the nationally representative High School Longitudinal Study of 2009, we explored characteristics of CS-CTE participants, how CS-CTE may promote the development of key STEM attitudes (e.g., identity, self-efficacy, and utility), and how any relationships may differ by learning disability status. Using a double propensity score matching estimations, we found CS-CTE participation related to positive development of STEM identity and STEM self-efficacy for students without learning disabilities. For the SWLD population, CS-CTE participation was associated with growth in STEM self-efficacy and STEM utility. Policy implications discuss the gap in computer science employment between SWLDs and non-SWLDs, the prevalence of state-related computer science policies, and how to continue to promote STEM identity growth.

Effectiveness of interactive teaching intervention on medical students' knowledge and attitudes toward stem cells, their therapeutic uses, and potential research applications.

BackgroundStem cell science is rapidly developing with the potential to alleviate many non-treatable diseases. Medical students, as future physicians, should be equipped with the proper knowledge and attitude regarding this hopeful field. Interactive teaching, whereby the teachers actively involve the students in the learning process, is a promising approach to improve their interest, knowledge, and team spirit. This study aims to evaluate the effectiveness of an interactive teaching intervention on medical students’ knowledge and attitudes about stem cell research and therapy.MethodsA pre-post test study design was employed. A six-session interactive teaching course was conducted for a duration of six weeks as an intervention. Pre- and post-intervention surveys were used. The differences in the mean scores of students’ knowledge and attitudes were examined using paired t-test, while gender differences were examined using an independent t-test.ResultsOut of 71 sixth-year medical students from different nationalities invited to participate in this study, the interactive teaching course was initiated by 58 students resulting in a participation rate of 81.7%. Out of 58 students, 48 (82.8%) completed the entire course. The mean age (standard deviation) of students was 24 (1.2) years, and 32 (66.7%) were males. The results showed poor knowledge about stem cells among the medical students in the pre-intervention phase. Total scores of stem cell-related knowledge and attitudes significantly improved post-intervention. Gender differences in knowledge and attitudes scores were not statistically significant post-intervention.ConclusionsIntegrating stem cell science into medical curricula coupled with interactive learning approaches effectively increased students’ knowledge about recent advances in stem cell research and therapy and improved attitudes toward stem cell research and applications.

Prospective teachers' stem attitudes in relation to their innovativeness and lifelong learning levels

The aim of this research was to explore the correlation between prospective teachers' attitudes towards STEM education, their lifelong learning levels, and individual innovativeness. A relational screening model was used, and 190 prospective teachers participated in the study. The research found a positive correlation between STEM attitudes and lifelong learning levels, as well as a positive correlation between STEM attitudes and individual innovativeness levels. Additionally, the research explored whether there were differences in STEM attitudes, individual innovativeness, and lifelong learning levels based on gender and study department variables. Moreover, the research also found a positive significant correlation between the levels of individual innovativeness and lifelong learning. The results showed that the levels of lifelong learning and individual innovativeness are significant predictors of the STEM attitudes of the prospective teachers. Additionally, no significant difference was found between the STEM attitudes, individual innovativeness, and lifelong learning levels of prospective teachers based on their gender. However, a significant difference was found in favor of the prospective science teachers in terms of their lifelong learning and STEM attitudes, when compared to the pre-school and primary school prospective teachers, in terms of their study departments. But there was no difference in individual innovativeness levels between their study departments.

Field-specific cultural capital and persistence in college majors

We investigate the possibility that Bourdieu's concept of cultural capital, ways of being that facilitate assimilation to the dominant culture, is field-specific in its manifestation and intergenerational transmission. We focus on a field of central economic and academic interest: STEM. Data on around 13,000 undergraduates from the large nationally representative High School Longitudinal Study of 2009 indicate that parents' STEM-specific cultural capital positively contributes to youth's selection of and persistence in STEM majors in the form of parents' STEM education. We find that transmission is enacted through youths' field-specific institutionalized cultural capital (e.g., STEM grades and test scores), field-specific embodied cultural capital (e.g., STEM attitudes), and characteristics of their educational institutions (e.g., four-year rather than two-year college). This study contributes to the theory of cultural capital by examining cultural capital through a field-specific lens, and then specifically elucidating how it is expressed and transmitted within that field.

PRIMARY STUDENTS’ PERFORMANCE OF STEM DOMAIN-SPECIFIC SELF-EFFICACY BELIEF AND EXPECTANCY-VALUE BELIEF

Most studies have concentrated in assessing students’ overall attitudes towards science, mathematics, and engineering/technology or the attitude towards individual STEM domain. The present research aims to explore primary students’ gender and grade differences of their STEM domain-specific attitudes including self-efficacy and expectancy-value beliefs, as well as their correlations. The results showed no detected significant effects among these different STEM domains in the overall attitudes, the overall self-efficacy beliefs, and the overall expectancy-value beliefs for primary students. The correlations between self-efficacy and expectancy-value were much stronger for the science domain and engineering/technology domain than the mathematics domain. No gender difference of the self-efficacy beliefs was detected except in the mathematics domain, and the result that lower primary students performed significantly better than upper primary students in the self-efficacy was also mainly contributed by the grade difference in the mathematics domain. Whereas no different expectancy-value beliefs existed across genders and grade levels in various STEM domains. The present results reported some unique performances by the primary school students compared to the elder group. Keywords: expectancy-value, gender differences, grade levels, self-efficacy, STEM attitudes

STEM ATTITUDES OF STUDENTS AS PREDICTOR OF SECONDARY SCHOOL TECHNOLOGY AND DESIGN COURSE ACHIEVEMENT

Achievement in a course mostly depends on the students' characteristics and how teachers make their courses effective for their students' learning. Although different characteristics of teachers and students can affect learning outcomes, new approaches like STEM may cause new characteristics which affect students’ achievement as STEM attitudes. This study examines the correlation between secondary school students' STEM attitudes and their achievement in the Technology and Design Course (T & DC). A correlational survey model was applied in the study. A total of 400 students studying in the seventh and eighth grades constitute the sample of the study. A personal data form and STEM attitude test were utilized to collect data. Pearson Correlation Analysis and Regression Analysis techniques were used in the data analysis process. As a result of the analysis, it was found a positive and significant correlation between students' Technology and Design Course achievement and STEM attitudes. Students' attitudes to STEM predict their achievement in the Technology and Design Course by 5.1%. Students developing positive STEM attitudes can further enhance achievement in the (T&DC), which enables students to acquire the necessary design skills to produce technology in the future. Keywords: academic achievement, correlational survey, secondary school, STEM attitude, technology, and design course

Impact of STEM Sense of Belonging on Career Interest: The Role of STEM Attitudes

Prior research has established a direct belonging–interest pathway among students underrepresented in science, technology, engineering, and mathematics (STEM) fields; however, evidence related to how a sense of belonging in STEM may operate to affect career interest remains limited. Drawing on data from 103 students (female: n = 70; male: n = 33) participating in grant activities at a Hispanic-serving institution, the present study seeks to address this gap by examining a model relating STEM sense of belonging, career interest, and STEM attitudes. Results of multigroup analysis revealed that, whereas female students’ STEM sense of belonging had an indirect impact on their career interest via its correlation with STEM attitudes, the impact of male students’ STEM sense of belonging on their career interest was both direct and indirect. Implications of the findings for educational and counseling practices on supporting women in STEM are discussed, along with future research directions.

STEM in Transition from Primary School to Middle School: Primary School Students Attitudes

This study aims to examine the STEM attitudes of primary school fourth-grade students who are in the transition period from primary school to middle school. More specifically, this study examines whether the students' attitudes towards STEM significantly differ according to gender, parents' educational background, science achievement, and mathematics achievement. The data obtained from 221 fourth-grade students through the STEM Attitude Scale were analyzed by independent sample t-test and one-way analysis of variance (ANOVA). The research results revealed that students move from primary school to middle school with a high STEM attitude. In this transition, girls' attitudes towards mathematics and boys’ towards engineering and technology were higher. The tendency in engineering and technology attitudes differs only in favor of male students but does not differ significantly in parents' educational background, science, and mathematics achievement. While there was no significant difference in general STEM attitudes of the students in terms of gender and mother’s education, there was a difference in father’s education, mathematics, and science achievement. Following, the research results were discussed, and recommendations for policy-makers and practitioners were presented.

Factors Influencing Student STEM Learning: Self-Efficacy and Outcome Expectancy, 21st Century Skills, and Career Awareness

Social, motivational, and instructional factors impact students’ outcomes in STEM learning and their career paths. Based on prior research and expectancy-value theory, the study further explored how multiple factors affect students in the context of integrated STEM learning. High school STEM teachers participated in summer professional development and taught integrated STEM to students during the following school year, where scientific inquiry, biomimicry, 3D printing technology, and engineering design were integrated as instructional strategies. Surveys were conducted to measure teacher self-efficacy and outcome expectancy. Student STEM attitudes (self-efficacy and expectancy-value beliefs), 21st century skills, STEM career awareness, and STEM knowledge achievement were also measured using a survey and a custom-made knowledge test. Based on expectancy-value theory and literature, a path model was developed and tested to investigate causal relationships between these factors. The results revealed direct and indirect effects of teacher self-efficacy and outcome expectancy on students’ STEM knowledge achievements. Student STEM attitudes (self-efficacy and expectancy-value beliefs), 21st century skills, and STEM career awareness also significantly influenced STEM knowledge achievement directly or indirectly.