STEM in Transition from Primary School to Middle School: Primary School Students' Attitudes
Keywords:
STEM attitude, transition from primary school to middle school, fourth-grade students, STEM, attitude, primary schoolAbstract
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.
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References
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Allen, A. (2016). Don’t fear STEM-you already teach it. School Age/ After School Exchange, September/October 56–59.
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Balçın, M., Çavuş, R.,& Yavuz Topaloğlu, M. (2018). Investigation of secondary school students’ attitudes towards STEM and their ınterest towards professions in STEM fields. Asian Journal of Instruction, 6(2), 40-62.
Brophy, S., Klein, S., Portsmore, M., & Rogers, C. (2008). Advancing engineering education in P-12 classrooms. Journal of Engineering Education, 97(3), 369–387. https://doi.org/10.1002/j.2168-9830.2008.tb00985.x.
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Gonzalez, M., & Freyer, C. (2014). A collaborative initiative: STEM and universally designed curriculum for at-risk preschoolers. National Teacher Education Journal, 7(3), 21–29.
Guzey, S.S., Caskurlu, S., & Kozan, K. (2020). Integrated STEM pedagogies and student learning. In C. C. Johnson, M. J. Mohr-Schroeder, T. J. Moore & L. D. English (Eds.), Handbook of research on STEM education. Routledge.
Hair, J. F., Blacks, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Cengage Learning.
Karakaya, F. ve Avgın, S. S. (2016). Effect of demographic features to middle school students’ attitude towards FeTeMM (STEM). Journal of Human Sciences, 13(3), 4188-4198.
Karakaya, F., Avgın, S.S., & Yılmaz, M. (2018). Middle school students' interest in science-technology, engıneering and mathematics (STEM) professions. Ihlara Journal of Educational Research, 3(1), 36-53.
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Koyunlu Ünlü, Z., & Dökme, İ. (2020). Multivariate assessment of middle school students’ interest in STEM career: a profile from Turkey. Research in Science Education, 50(3), 1217–1231. https://doi.org/10.1007/s11165-018-9729-4
Lavonen, J., Gedrovics, J., Byman, R., Meisalo, V., Juuti, K., & Uitto, A. (2008). Students’ motivational orientations and career choice in science and technology: A comparative investigation in Finland and Latvia. Journal of Baltic Science Education, 7(2), 86–102.
Legewie, J., & DiPrete, T. (2014). The high school environment and the gender gap in science and engineering. Sociology of Education, 87(4), 259-280.
Liu, M., Horton, L., Olmanson, J., & Toprac, P. (2011). A study of learning and motivation in a new media enriched environment for middle school science. Educational Technology Research and Development, 59(2), 249-265.
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Özcan,, H., & Koca, E. (2019). The Impact of teaching the subject “pressure” with STEM approach on the academic achievements of the secondary school 7th grade students and their attitudes towards STEM. Education and Science, 44(198), 201-227.
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Reinking, A., & Martin, B. (2018). The gender gap in STEM fields: Theories, movements, and ideas to engage girls in STEM. Journal of New Approaches in Educational Research, 7(2), 148-153.
Sarı, U., Alıcı, M., & Şen, Ö. F. (2018). The effect of STEM instruction on attitude, career perception and career interest in a problem-based learning environment and student opinions. Electronic Journal of Science Education, 22(1), 1-21.
Sivrikaya, Ö. S. (2019). Research of high school students’ attitudes of STEM. International Journal of Society Researches, 11(18), 914-934. https://doi.org/10.26466/opus.547459
Smith, E., & White, P. (2019). Where do all the STEM graduates go? Higher education, the labor market and career trajectories in the UK. Journal of Science Education and Technology, 28, 26–40. https://doi.org/10.1007/s10956-018-9741-5
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Wiebe, E., Unfried, A., & Faber, M. (2018). The relationship of STEM attitudes and career interest. EURASIAJournal of Mathematics, Science and Technology Education, 14(10), 1–17. https://doi.org/10.29333/ejmste/92286
Yerdelen, S., Kahraman, N., & Taş, Y. (2016). Low socioeconomic status students' STEM career interest in relation to gender, grade level, and STEM attitude. Journal of Turkish Science Education, 13 (Special Issue), 59-74.
Yıldırım, B. (2021). Preschool STEM activities: preschool teachers’ preparation and views. Early Childhood Education Journal, 49, 149–162. https://doi.org/10.1007/s10643-020-01056-2
Yıldırım, B., & Selvi, M. (2017). An experimental research on effects of STEM applications and mastery learning. Journal of Theory and Practice in Education, 13(2), 183-210.
Yıldırım, B., & Türk, C. (2018). The effect of STEM applications on girls' STEM attitude and engineerıng perception. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 10(30), 842-884
Allen, A. (2016). Don’t fear STEM-you already teach it. School Age/ After School Exchange, September/October 56–59.
Aydın, G., Saka, M., & Guzey, S. (2017). Science, technology, engineering, mathematic (STEM) attitude levels in grades 4th- 8th. Mersin University Journal of the Faculty of Education, 13(2), 787-802. http://dx.doi.org/10.17860/mersinefd.290319
Balcı, A. (2016). Sosyal bilimlerde araştırma yöntem teknik ve ilkeleri[Research methods, techniques and principles in social sciences]. Pegem Akademi.
Balçın, M., Çavuş, R.,& Yavuz Topaloğlu, M. (2018). Investigation of secondary school students’ attitudes towards STEM and their ınterest towards professions in STEM fields. Asian Journal of Instruction, 6(2), 40-62.
Brophy, S., Klein, S., Portsmore, M., & Rogers, C. (2008). Advancing engineering education in P-12 classrooms. Journal of Engineering Education, 97(3), 369–387. https://doi.org/10.1002/j.2168-9830.2008.tb00985.x.
Brown, P. L., Concannon, J. P., Marx, D., Donaldson, C. W., & Black, A. (2016). An examination of middle school students' stem self-efficacy with relation to interest and perceptions of STEM. Journal of STEM Education: Innovations and Research, 17(3), 27-38.
Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. NSTA Press.
Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2009). Bilimsel araştırma yöntemleri [Scientific research methods] (3rd ed.). Ankara: Pegem Akademi.
Büyüköztürk, Ş. (2015). Sosyal bilimler için veri analizi el kitabı [Handbook of data analysis for social sciences] (21st ed.). Pegem Akademi.
Capobianco, B. M., Diefes-Dux, H. A., Mena, I., & Weller, J. (2011). “What is an engineer? Implications of elementary school student conceptions for engineering education.” Journal of Engineering Education, 100(2): 304-328.
Christensen, R., & Knezek, G. (2017). Relationship of middle school student STEM interest to career intent. Journal of Education in Science, Environment and Health (JESEH), 3(1), 1-13. https://doi.org/10.21891/jeseh.45721
Ciftci, A., Topcu, M. S., & Erdogan, I. (2020). Gender gap and career choices in STEM education: Turkey sample. International Journal of Progressive Education, 16(3), 53–66. https://doi.org/10.29329/ijpe.2020.248.4
Crisp, G., Nora, A., & Taggart, A. (2009). Student characteristics, pre-college, college, and environmental factors as predictors of majoring in and earning a STEM degree: An analysis of students attending a hispanic serving institution. American Educational Research Journal, 46(4), 924–942. https://doi.org/10.3102/0002831209349460
Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159.
Faber, M., Unfried, A., Corn, J., & Townsend, L. W. (2013). Student attitudes toward STEM: The development of upper elementary school and middle/high school student surveys. 120th ASEE Annual Conference & Exposition. https://peer.asee.org/student-attitudes-toward-stem-the-development-of-upper-elementary-school-and-middle-high-school-student-surveys.pdf
Fan, C. (2013). Rural-urban migration and gender division of labor in transitional China. International Journal of Urban and Regional Research, 27(1), 24-47.
Gonzalez, M., & Freyer, C. (2014). A collaborative initiative: STEM and universally designed curriculum for at-risk preschoolers. National Teacher Education Journal, 7(3), 21–29.
Guzey, S.S., Caskurlu, S., & Kozan, K. (2020). Integrated STEM pedagogies and student learning. In C. C. Johnson, M. J. Mohr-Schroeder, T. J. Moore & L. D. English (Eds.), Handbook of research on STEM education. Routledge.
Hair, J. F., Blacks, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Cengage Learning.
Karakaya, F. ve Avgın, S. S. (2016). Effect of demographic features to middle school students’ attitude towards FeTeMM (STEM). Journal of Human Sciences, 13(3), 4188-4198.
Karakaya, F., Avgın, S.S., & Yılmaz, M. (2018). Middle school students' interest in science-technology, engıneering and mathematics (STEM) professions. Ihlara Journal of Educational Research, 3(1), 36-53.
Ketenci, T., Leroux, A., & Renken, M. (2020). Beyond student factors: Astudy of the impact on STEM career attainment. Journal for STEM Education Research, 3(3), 368–386. https://doi.org/10.1007/s41979-020-00037-9
Knight, M., & Cunningham, C. (2004). Draw an engineer test (DAET): Development of a tool to investigate students’ ideas about engineers and engineering. Paper presented at the ASEE Annual Conference and Exposition, 19 June, Utah.
Koyunlu Ünlü, Z., & Dökme, İ. (2020). Multivariate assessment of middle school students’ interest in STEM career: a profile from Turkey. Research in Science Education, 50(3), 1217–1231. https://doi.org/10.1007/s11165-018-9729-4
Lavonen, J., Gedrovics, J., Byman, R., Meisalo, V., Juuti, K., & Uitto, A. (2008). Students’ motivational orientations and career choice in science and technology: A comparative investigation in Finland and Latvia. Journal of Baltic Science Education, 7(2), 86–102.
Legewie, J., & DiPrete, T. (2014). The high school environment and the gender gap in science and engineering. Sociology of Education, 87(4), 259-280.
Liu, M., Horton, L., Olmanson, J., & Toprac, P. (2011). A study of learning and motivation in a new media enriched environment for middle school science. Educational Technology Research and Development, 59(2), 249-265.
Murphy, S., MacDonald, A., Danaia, L., & Wang, C. (2018). An analysis of Australian STEM education strategies. Policy Futures in Education, 17(2), 122–139.
National Research Council. (2011). Successful STEM education: A workshop summary. National Academies Press.
National Science Foundation. (2003). New formulas for America's workforce: Girls in science and engineering. https://www.nsf.gov/pubs/2003/nsf03207/nsf03207.pdf.
Olivarez, N. (2012). The Impact of a STEM program on academic achievement of eighth grade students in a south texas middle school. (Unpublished doctoral thesis). Texas A & M University: Texas. https://www.proquest.com
Özcan,, H., & Koca, E. (2019). The Impact of teaching the subject “pressure” with STEM approach on the academic achievements of the secondary school 7th grade students and their attitudes towards STEM. Education and Science, 44(198), 201-227.
Özyurt, M., Kuşdemir-Kayıran, B., & Başaran, M. (2018). Analysis of primary school students’ attitudes towards stem in terms of various variables. Turkish Studies, 13(4), 65-82. http://dx.doi.org/10.7827/TurkishStudies.12700
Partnership for 21st Century Skills (P21). (2006). Framework for 21st century learning. Retrieved from: https://www.imls.gov/assets/1/AssetManager/Bishop%20Pre-Con%202.pdf
Patton, M. (2002). Qualitative evaluation and research methods. Sage.
Reinking, A., & Martin, B. (2018). The gender gap in STEM fields: Theories, movements, and ideas to engage girls in STEM. Journal of New Approaches in Educational Research, 7(2), 148-153.
Sarı, U., Alıcı, M., & Şen, Ö. F. (2018). The effect of STEM instruction on attitude, career perception and career interest in a problem-based learning environment and student opinions. Electronic Journal of Science Education, 22(1), 1-21.
Sivrikaya, Ö. S. (2019). Research of high school students’ attitudes of STEM. International Journal of Society Researches, 11(18), 914-934. https://doi.org/10.26466/opus.547459
Smith, E., & White, P. (2019). Where do all the STEM graduates go? Higher education, the labor market and career trajectories in the UK. Journal of Science Education and Technology, 28, 26–40. https://doi.org/10.1007/s10956-018-9741-5
Stohlmann, M., Moore, T. J., & Roehrig, G. H. (2012). Considerations for teaching integrated STEM education. Journal of Pre-College Engineering Education Research, 2(1), 28–34. https://doi.org/10.5703/12882 84314 653.
TUSIAD. (2017). 2023’edoğru Türkiye’de STEM gereksinimi [STEM requirements in Turkey towards to 2023]. https://www.pwc.com.tr/tr/gundem/dijital/2023e-dogru-turkiyede-stem-gereksinimi.html
U.S. Bureau of Labor Statistics. (2021). Employment in STEM occupations. https://www.bls.gov/emp/tables/stem-employment.htm
Walton, J. B., & Johnson, C. C. (2015). Examining the leaky STEM talent pipeline: Need for further research. Editorial. School Science and Mathematics, 115(8), 379–380. https://doi.org/10.1111/ssm.12148
Wiebe, E., Unfried, A., & Faber, M. (2018). The relationship of STEM attitudes and career interest. EURASIAJournal of Mathematics, Science and Technology Education, 14(10), 1–17. https://doi.org/10.29333/ejmste/92286
Yerdelen, S., Kahraman, N., & Taş, Y. (2016). Low socioeconomic status students' STEM career interest in relation to gender, grade level, and STEM attitude. Journal of Turkish Science Education, 13 (Special Issue), 59-74.
Yıldırım, B. (2021). Preschool STEM activities: preschool teachers’ preparation and views. Early Childhood Education Journal, 49, 149–162. https://doi.org/10.1007/s10643-020-01056-2
Yıldırım, B., & Selvi, M. (2017). An experimental research on effects of STEM applications and mastery learning. Journal of Theory and Practice in Education, 13(2), 183-210.
Yıldırım, B., & Türk, C. (2018). The effect of STEM applications on girls' STEM attitude and engineerıng perception. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 10(30), 842-884
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Published
2021-07-14
How to Cite
Karalar, H., Sidekli, S., & Yıldırım, B. (2021). STEM in Transition from Primary School to Middle School: Primary School Students’ Attitudes. International Electronic Journal of Elementary Education, 13(5), 687–697. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/1550
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