Enhancing 21st-Century Skills, STEM Attitudes, and Career Interests Through STEM-Based Teaching: A Primary School Intervention Study

Abstract

This study aims to explore the impact of STEM-based teaching on students' 21st-century skills and attitudes towards STEM, and career interests in STEM fields. The research employed an experimental design with a one-group pretest-posttest approach, involving 34 students enrolled in the 4th grade of a primary school. To evaluate the outcomes, several assessment tools were used: the Multidimensional 21st-Century Skills Scale, the STEM Attitude Scale, and the Science, Technology, Engineering, and Mathematics Career Interest Survey (STEM-CIS). The study was conducted over a period of 7 weeks, during which STEM activities were implemented and assessments were carried out. The collected data were analyzed using paired sample t-tests and repeated measures ANOVA to identify any significant changes between the pretest and posttest scores. The results of the study indicated a significant improvement in the students' 21st-century skills, attitudes towards STEM, and interest in STEM careers following the intervention. Specifically, the posttest scores showed that students exhibited higher levels of career awareness compared to other skill areas such as critical thinking and problem-solving, entrepreneurship and innovation, as well as social responsibility and leadership. Moreover, the findings highlighted that students' information and technology literacy skills were more developed compared to their social responsibility and leadership skills. These results suggest that STEM-based teaching is effective in enhancing students' skills and attitudes, thereby increasing their interest in pursuing careers in STEM fields. The study underscores the potential of STEM education in preparing students for future careers by developing crucial skills and fostering positive attitudes towards STEM disciplines.

Keywords

• STEM
• 21st-century skills
• attitude
• career interest
• primary school

STEM Temelli Öğretim Yoluyla 21. Yüzyıl Becerilerinin, STEM Tutumlarının ve Kariyer İlgilerinin Geliştirilmesi: Bir İlkokul Uygulama Çalışması

Abstract

Bu çalışma, STEM temelli öğretimin öğrencilerin 21. yüzyıl becerileri, STEM'e yönelik tutumları ve STEM alanlarındaki kariyer ilgileri üzerindeki etkisini araştırmayı amaçlamaktadır. Araştırma, bir ilkokulun 4. sınıfına kayıtlı 34 öğrencinin katıldığı tek grup ön test-son test yaklaşımlı deneysel bir tasarım kullanmıştır. Sonuçları değerlendirmek için çeşitli değerlendirme araçları kullanılmıştır: Çok Boyutlu 21. Yüzyıl Becerileri Ölçeği, STEM Tutum Ölçeği ve Fen, Teknoloji, Mühendislik ve Matematik Kariyer İlgi Anketi (STEM-CIS). Çalışma, STEM etkinliklerinin uygulandığı ve değerlendirmelerin yapıldığı 7 haftalık bir süre boyunca yürütülmüştür. Toplanan veriler, ön test ve son test puanları arasındaki önemli değişiklikleri belirlemek için eşleştirilmiş örneklem t-testleri ve tekrarlanan ölçümler ANOVA kullanılarak analiz edilmiştir. Çalışmanın sonuçları, müdahalenin ardından öğrencilerin 21. yüzyıl becerilerinde, STEM'e yönelik tutumlarında ve STEM kariyerlerine olan ilgilerinde önemli bir gelişme olduğunu göstermiştir. Özellikle, son test puanları, öğrencilerin eleştirel düşünme ve problem çözme, girişimcilik ve yenilikçilik ile sosyal sorumluluk ve liderlik gibi diğer beceri alanlarına kıyasla daha yüksek düzeyde kariyer bilinci sergilediklerini göstermiştir. Ayrıca bulgular, öğrencilerin bilgi ve teknoloji okuryazarlığı becerilerinin sosyal sorumluluk ve liderlik becerilerine kıyasla daha gelişmiş olduğunu vurgulamıştır. Bu sonuçlar, STEM temelli öğretimin öğrencilerin beceri ve tutumlarını geliştirmede etkili olduğunu ve böylece STEM alanlarında kariyer yapmaya olan ilgilerini artırdığını göstermektedir. Çalışma, STEM eğitiminin önemli beceriler geliştirerek ve STEM disiplinlerine yönelik olumlu tutumları teşvik ederek öğrencileri gelecekteki kariyerlerine hazırlama potansiyelinin altını çizmektedir.

Keywords

• STEM
• 21. yüzyıl becerileri
• tutum
• kariyer ilgisi
• ilkokul

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