Log in

Relevant bibliographies by topics / STEM interest / Journal articles

To see the other types of publications on this topic, follow the link: STEM interest.

Journal articles on the topic 'STEM interest'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'STEM interest.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Ahmad, Nursyahirah, and Denis Lajium. "LEARNING ENVIRONMENT AND INTEREST IN STEM CAREER." International Journal of Modern Education 2, no. 6 (September 15, 2020): 28–49. http://dx.doi.org/10.35631/ijmoe.26004.

Full text

Abstract:

The participation of high school students who have never achieved a 60:40 science-literature ratio until now. Malaysia just like any other country has taken steps to move in line with technological advances and computational thinking, so there are various programs based on STEM that have been made. However, like most educational programs that aim in students’ interest, the effectiveness of such programs still not clear in this STEM movement that it is more 'out of the classroom'. Although the learning environment is one of the indicators of the quality of education, the learning environment in the STEM field is less emphasized in the studies on STEM education especially in Malaysia. With this, a learning environment was developed that is STEM Based CLES and CIQ. This learning environment instrument is needed to help researchers assess the extent to which a particular classroom environment aligns with constructivism and STEM epistemologies, helping teachers to reflect on their epistemological barriers and refine student learning sessions. Accordingly, the STEM Based CLES and CIQ survey was used to identify the relationship between students’ perceptions of the learning environment and students' interest in STEM careers. The result shows that the students’ perceptions of the learning environment (sig=0.384) and student interest in a STEM career (sig=0.764) are not significantly different by gender, while the students’ perceptions of the learning environment (sig=0.193) and student interest in a STEM career (sig=0.000) are significantly different by school’s location. The correlational analysis shows the scales of the CLES learning environment have significantly weak relations towards student interest in a STEM career (r=0.316), while, the scales of STEM learning environment has a moderate significant relation towards the student interest in a STEM career (r=0.628). However, this study’s result shows that there is no correlation between the learning environment and students’ academic performances (r=-0.130).

APA, Harvard, Vancouver, ISO, and other styles

2

Laut, Jeffrey, Tiziana Bartolini, and Maurizio Porfiri. "Bioinspiring an Interest in STEM." IEEE Transactions on Education 58, no. 1 (February 2015): 48–55. http://dx.doi.org/10.1109/te.2014.2324533.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

McKernan, Ruth, John McNeish, and Devyn Smith. "Pharma's Developing Interest in Stem Cells." Cell Stem Cell 6, no. 6 (June 2010): 517–20. http://dx.doi.org/10.1016/j.stem.2010.05.012.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

de Wynter, E. A., and N. G. Testa. "Interest of cord blood stem cells." Biomedicine & Pharmacotherapy 55, no. 4 (May 2001): 195–200. http://dx.doi.org/10.1016/s0753-3322(01)00049-x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Schneider, Barbara, Justina Judy, and Christina Mazuca. "Boosting STEM Interest in High School." Phi Delta Kappan 94, no. 1 (September 2012): 62–65. http://dx.doi.org/10.1177/003172171209400112.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Kier, Meredith W., Margaret R. Blanchard, Jason W. Osborne, and Jennifer L. Albert. "The Development of the STEM Career Interest Survey (STEM-CIS)." Research in Science Education 44, no. 3 (November 20, 2013): 461–81. http://dx.doi.org/10.1007/s11165-013-9389-3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Han, Hyesook. "The Effects of Mathematics-Centered STEAM Program on Middle School Students' Interest in STEM Career and Integrated Problem Solving Ability." Communications of Mathematical Education 31, no. 1 (February 15, 2017): 125–47. http://dx.doi.org/10.7468/jksmee.2017.31.1.125.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Tretola, Betsy, Eloise Coupey, and Laurie Meamber. "Multidisciplinary impact – the arts join informal STEM programs." Arts and the Market 9, no. 1 (May 7, 2019): 81–94. http://dx.doi.org/10.1108/aam-01-2019-0003.

Full text

Abstract:

Purpose Middle school participants in the USA attending an on-campus university informal science program indicate an increase in interest toward careers and disciplines in STEM or STEAM (science, technology, engineering and mathematics and the arts). Parents or guardians confirm the change. The paper aims to discuss this issue. Design/methodology/approach Participants attended “inquiry-based” lectures by scientists and “hands-on” activities conducted by volunteers on campus at a public university over four months, four Saturdays. Participants completed surveys before each lecture and guardians completed surveys afterwards. Findings Interest increased significantly according to paired samples t-tests for each STEM discipline for students who reported low interest on the initial pre-lecture survey. There was a significant linear improvement in interests in engineering using a repeated measures general linear model. Guardians or parents reported that they observed a higher interest in STEM disciplines resulting in more technical-related interaction among peers and within the family. Social implications Findings support STEM with arts “out-of-school” programs sponsored by museums, corporations, government, higher education and others. Inclusion of the “hands-on” activities, some with arts content, to the science and technical learning appears to spark enthusiasm. Originality/value The value is multidisciplinary. The theory of reasoned action from social psychology, sociology, along with related research in science education and the arts are synthesized. Informal extracurricular experiences sustained and improved interests in the disciplines and careers on which the formal educational career pipeline can build.

APA, Harvard, Vancouver, ISO, and other styles

9

Toker, Yonca, and Mehmet Gültaş. "STEM Interest Complexity Inventory Short Form With IRT and DIF Applications." Journal of Career Assessment 27, no. 1 (January 3, 2018): 78–96. http://dx.doi.org/10.1177/1069072717748645.

Full text

Abstract:

The 127-item Science, Technology, Engineering, Mathematics (STEM) Interest Complexity Inventory and 15-item General STEM Interests Scale, each of which were previously developed to assess interests toward increasingly complex tasks, were shortened to 37-item and 12-item measures. Item response theory analyses employed on the data of 930 students in STEM majors indicated items with higher discrimination parameters and equivalent functioning across genders. The short form (SF) supported a four-factor structure of interests toward interacting with numerical data, symbolic data, spatial data, and STEM-related ideas. Concurrent criterion–related validation was supported with relevant vocational fit criteria. Hierarchical regression analysis revealed that STEM interest complexity added incremental variance over achievement motivation and test anxiety in predicting fit. Measurement invariance was demonstrated across samples from Turkey and the United States. The STEM Interest Complexity Inventory SF is a valid measure of vocational interests for research at the college level. Validities with high school and working samples are yet to be demonstrated.

APA, Harvard, Vancouver, ISO, and other styles

10

Halim, L., T. M. T. Soh, and N. M. Arsad. "The effectiveness of STEM mentoring program in promoting interest towards STEM." Journal of Physics: Conference Series 1088 (September 2018): 012001. http://dx.doi.org/10.1088/1742-6596/1088/1/012001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Megginson, Robert E. "High schoolers' interest in STEM is contagious." Science 357, no. 6351 (August 10, 2017): 560.12–562. http://dx.doi.org/10.1126/science.357.6351.560-l.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Pakko, Michael R. "Do high interest rates stem capital outflows?" Economics Letters 67, no. 2 (May 2000): 187–92. http://dx.doi.org/10.1016/s0165-1765(99)00260-8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Mohd Shahali, Edy Hafizan, Lilia Halim, Mohamad Sattar Rasul, Kamisah Osman, and Nurazidawati Mohamad Arsad. "Students’ interest towards STEM: a longitudinal study." Research in Science & Technological Education 37, no. 1 (June 29, 2018): 71–89. http://dx.doi.org/10.1080/02635143.2018.1489789.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Toker, Yonca, and Phillip L. Ackerman. "Utilizing occupational complexity levels in vocational interest assessments: Assessing interests for STEM areas." Journal of Vocational Behavior 80, no. 2 (April 2012): 524–44. http://dx.doi.org/10.1016/j.jvb.2011.09.001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Falk, Nikki A., Patrick J. Rottinghaus, Tracy N. Casanova, Fred H. Borgen, and Nancy E. Betz. "Expanding Women’s Participation in STEM." Journal of Career Assessment 25, no. 4 (September 11, 2016): 571–84. http://dx.doi.org/10.1177/1069072716665822.

Full text

Abstract:

Despite social cognitive and cultural barriers, women continue to consider and declare science, technology, engineering, and math (STEM) majors. Research suggests that both self-efficacy and interest are necessary to approach a career goal; however, women in STEM report lower interest and confidence compared to their male counterparts. Using integrative career profiles of 448 potential and declared STEM majors, we investigated Realistic, Investigative, Artistic, Social, Enterprising, and Conventional thresholds of self-efficacy and interest among women and men using the career and personality assessments integrative online system. Results indicated gender as a moderator for the Realistic threshold, where women have a lower threshold for approaching and declaring a STEM major compared with men. Women in this sample showed similar levels of Investigative self-efficacy and interests compared with men. This study adds to prior literature investigating people–thing orientations among men and women in STEM. These results may be utilized in broadening female participation in STEM and alleviating underrepresentation.

APA, Harvard, Vancouver, ISO, and other styles

16

Lytle, Ashley, and Jiyun Elizabeth Shin. "Incremental Beliefs, STEM Efficacy and STEM Interest Among First-Year Undergraduate Students." Journal of Science Education and Technology 29, no. 2 (February 12, 2020): 272–81. http://dx.doi.org/10.1007/s10956-020-09813-z.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Baber, Lorenzo DuBois. "Considering the Interest-Convergence Dilemma in STEM Education." Review of Higher Education 38, no. 2 (2015): 251–70. http://dx.doi.org/10.1353/rhe.2015.0004.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Dabney, Katherine P., Teri N. Johnson, Gerhard Sonnert, and Philip M. Sadler. "STEM CAREER INTEREST IN WOMEN AND INFORMAL SCIENCE." Journal of Women and Minorities in Science and Engineering 23, no. 3 (2017): 249–70. http://dx.doi.org/10.1615/jwomenminorscieneng.2017018018.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Sableski, Mary-Kate. "Stretching STEM: Using Picturebooks to Connect STEM and Literacy." Children and Libraries 17, no. 3 (September 3, 2019): 23. http://dx.doi.org/10.5860/cal.17.3.23.

Full text

Abstract:

STEM is an integral component to today’s library programming, engaging children in active, hands-on experiences and building interest in these critical fields. There is a documented dearth of representation across women and minorities in STEM fields, and programming in public libraries can help to close this gap by fostering an early interest in science, technology, engineering, and math in all children, regardless of their background or access to STEM curriculum in school.

APA, Harvard, Vancouver, ISO, and other styles

20

Cardador, M. Teresa, Rodica Ioana Damian, and Justin P. Wiegand. "Does More Mean Less?: Interest Surplus and the Gender Gap in STEM Careers." Journal of Career Assessment 29, no. 1 (June 8, 2020): 76–97. http://dx.doi.org/10.1177/1069072720930658.

Full text

Abstract:

The persistent gender gap in STEM (Science, Technology, Engineering, and Math) career choice represents a perplexing problem for researchers and policy makers alike. We contribute to the body of research on the gender gap in STEM careers by testing a “surplus model” of vocational interests as a predictor of STEM career choice. The model suggests that, controlling for ability, female adolescents with strong STEM-related interest should be less likely to pursue STEM careers when they also have strong interests in other areas, due to wider career options. We tested the surplus model in a large national longitudinal data set and translated the results into differences in annual wages. Our findings illuminate the predictive validity of a surplus model of interests on STEM career choice across gender, provide insight into the gender gap in STEM, and suggest opportunities for future research.

APA, Harvard, Vancouver, ISO, and other styles

21

염문식 and Kang,Yong-Ku. "An effect of using movies in English on vocabulary power and interest in primary English education." STEM Journal 8, no. 2 (September 2007): 55–82. http://dx.doi.org/10.16875/stem.2007.8.2.55.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Nicholes, Justin. "Developing STEM Interest and Genre Knowledge Through Science Fiction Prototyping." STEAM 3, no. 2 (2018): 1–13. http://dx.doi.org/10.5642/steam.20180302.14.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Hye-Kyung Kang. "A Case Study on the Contents Creation of Online Lectures to Promote Interest and Concentration of Learners." STEM Journal 19, no. 4 (November 2018): 127–47. http://dx.doi.org/10.16875/stem.2018.19.4.127.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Srikoon, Sanit, Ronnachit Apaivatin, Piyapong Monsang, Sujinta Khamngoen, and Thararat Malaitao. "Construct Validity of Assessing Interest in STEM Content Scale." Education Research International 2020 (September 16, 2020): 1–7. http://dx.doi.org/10.1155/2020/1696494.

Full text

Abstract:

The purpose of this research was to validate the assessing interest in STEM content scale. The sample in this research was 552 students in upper secondary school at Fangchanupathum School, Chiang Mai, Thailand, who validated the assessing interest in STEM content scale, which used a rating scale of four factors consisting of (1) science, (2) mathematics, (3) laboratorial skills, and (4) technology and 20 items. Confirmatory factor analysis was used to confirm the construct validity of the assessing interest in STEM content scale adapted from the study by Tyler-Wood, Knezek, and Christensen. The results confirmed that the construct validity of this assessing interest in STEM content scale had an excellent fit. They showed that the fitness index of validating the assessing interest in STEM content scale was X2 statistic of 163.679 (degree of freedom = 141, P value = 0.0928) and the X2/df ratio having a value of 1.160 indicating a good fit. The comparative fit index (CFI) was 0.991, and Tucker–Lewis coefficient (TLI) was 0.988. The root mean square error approximation (RMSEA) was 0.017. The standardized root mean residual (SRMR) was 0.047. All the indicators indicated that there was a good fit between the empirical data and the hypothetical measurement model.

APA, Harvard, Vancouver, ISO, and other styles

25

Mohtar, Lilia Ellany, Lilia Halim, Norshariani Abd Rahman, Siti Mistima Maat, Zanaton H. Iksan, and Kamisah Osman. "A MODEL OF INTEREST IN STEM CAREERS AMONG SECONDARY SCHOOL STUDENTS." Journal of Baltic Science Education 18, no. 3 (June 10, 2019): 404–16. http://dx.doi.org/10.33225/jbse/19.18.404.

Full text

Abstract:

Studies have shown that various factors (the role of formal education, informal education, and community) contribute to the lack of participation in STEM and STEM careers. This research aimed to understand the multi pathways of factors contributing to the interest in STEM careers (STEM careers in physical sciences and STEM careers in life sciences). This research was a survey research which administered a questionnaire randomly to 1485 secondary school students (14 years of age). Data analysis was based on the Structural Equation Modeling (SEM) approach using Analysis of Moment Structures (AMOS) to test the hypothesized model. A model containing five constructs, namely environmental factors (learning experiences, media, social influences), self-efficacy in science, technology, engineering and mathematics respectively, perceptions of STEM careers and interest in physical sciences and life sciences STEM careers was proposed in this research. The results show that students’ interest in life sciences based careers is influence by their self-efficacy and perceptions of the career. Meanwhile, students’ interest in physical sciences based careers is influence only by their self-efficacy and not influence by their perceptions of the career. The need to improve students’ self-efficacy through STEM learning experiences is imperative to ensure continued interest in STEM careers. Key words: environmental factors, life sciences STEM careers, perceptions of STEM careers, physical sciences STEM careers, self-efficacy, social cognitive career theory.

APA, Harvard, Vancouver, ISO, and other styles

26

Miller, Kelly, Gerhard Sonnert, and Philip Sadler. "The influence of students’ participation in STEM competitions on their interest in STEM careers." International Journal of Science Education, Part B 8, no. 2 (November 7, 2017): 95–114. http://dx.doi.org/10.1080/21548455.2017.1397298.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Lytle, Ashley, and Jiyun Elizabeth Shin. "Correction to: Incremental Beliefs, STEM Efficacy and STEM Interest among First-Year Undergraduate Students." Journal of Science Education and Technology 29, no. 2 (February 18, 2020): 282. http://dx.doi.org/10.1007/s10956-020-09818-8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

AZGIN, Ali Oktay, and Burcu ŞENLER. "STEM in Primary School: Students’ Career Interest and Attitudes." Journal of Computer and Education Research 7, no. 13 (April 30, 2019): 213–32. http://dx.doi.org/10.18009/jcer.538352.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Laine, Erkka, Marjaana Veermans, Andreas Gegenfurtner, and Koen Veermans. "Individual interest and learning in secondary school STEM education." Frontline Learning Research 8, no. 2 (April 29, 2020): 90–108. http://dx.doi.org/10.14786/flr.v8i2.461.

Full text

Abstract:

Interest research offers different hypotheses about the association between interest and learning outcomes. The standard hypothesis proposes that interest predicts learning outcomes: people acquire new knowledge about a topic they find interesting. The affective by-product hypothesis assumes that learning predicts interest: by learning something, people develop an interest in this topic. Finally, the reciprocal hypothesis states that interest and learning covary. This longitudinal study aimed to test the predictive validity of these three hypotheses in the context of secondary school STEM education. The participants were 104 Finnish 7th grade students aged 12-14. Data were collected at three times during the school year through questionnaires and grade evaluations in mathematics and biology. A partial least squares (PLS) path modeling approach was used to determine the relationships between interest and course grades across the three measurement points: at the beginning of the autumn semester, at the beginning of the spring semester, and after the spring semester at the end of the school year. The results differed between the autumn and spring semesters: During the autumn semester, students’ interest predicted their grades, whereas during the spring semester, grades predicted their interest. These findings indicate that the relationships between students’ individual interest towards science and mathematics with learning vary. As a practical implication, more focus should be put on when and what type of performance feedback is given to students with differing interest profiles.

APA, Harvard, Vancouver, ISO, and other styles

30

Mosley, Pauline, Gerald Ardito, and Lauren Scollins. "Pierre Van Cortlandt Middle School Promotes Student STEM Interest." American Journal of Engineering Education (AJEE) 7, no. 2 (January 30, 2017): 117–28. http://dx.doi.org/10.19030/ajee.v7i2.9895.

Full text

Abstract:

The principal purpose of this investigation is to study the effect of robotic cooperative learning methodologies on middle school students’ critical thinking, and STEM interest. The semi-experimental inquiry consisted of ninety four six-grade students (forty nine students in the experimental group, forty five students in the control group), chosen by their principals. A critical thinking test was administered to evaluate the cognitive skills and STEM interest of the students. Instruction was implemented in two formats: cooperative learning and problem-based learning. The experimental group utilized robotic cooperative learning while the control group utilized problem-based learning. After four sessions of both instruction types with both groups the findings reveal that critical thinking of students is enhanced significantly by robotic cooperative learning (P<0.01).

APA, Harvard, Vancouver, ISO, and other styles

31

Staus, Nancy L., Kristin Lesseig, Richard Lamb, John Falk, and Lynn Dierking. "Validation of a Measure of STEM Interest for Adolescents." International Journal of Science and Mathematics Education 18, no. 2 (April 3, 2019): 279–93. http://dx.doi.org/10.1007/s10763-019-09970-7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Cooper, Robyn, and Carol Heaverlo. "Problem Solving And Creativity And Design: What Influence Do They Have On Girls’ Interest In STEM Subject Areas?" American Journal of Engineering Education (AJEE) 4, no. 1 (May 24, 2013): 27–38. http://dx.doi.org/10.19030/ajee.v4i1.7856.

Full text

Abstract:

For girls there is a distinct loss in interest, lack of confidence, and decline in positive attitudes toward STEM subject areas that begins early on in their academic experience and increases with age. According to the National Academy of Engineering, students need to begin associating the possibilities in STEM fields with the need for creativity and real world problem solving skills. Recent research has focused on the necessity of emphasizing the use of creativity and design in attracting girls to STEM academic and career fields. Many extra and after school activities (e.g., State Science Fair, math club, environmental club), provide girls with experiential learning that incorporates problem solving and/or creativity and design skills as well as providing investigative opportunities into academic areas that may not be part of the regular school day. Through hierarchical regression analyses, this study examined the extent to which middle and high school girls’ (n = 915) age, and interest and confidence in a) problem solving and b) creativity and design predicted their interest in four STEM subject areas. A follow up analysis identified the extracurricular activities in which girls with higher interests in problem solving and creativity and design were involved. Results revealed that interest in problem solving was a positive predictor for interest in all four STEM subject areas; whereas, interest in creativity and design was a positive predictor for interest in computers and engineering, but a negative predictor for interest in science.

APA, Harvard, Vancouver, ISO, and other styles

33

Khalid, Ahmad Khudzairi, Nurul Balqis Nor’rah, Norbaiti Tukiman, and CT Munnirah Niesha Mohd Shafee. "THE ROLE OFISTEM VOLUNTEERISM TOWARDS iV-STEM MODULE THROUGH PRACTICAL SKILLS IN THE STEM SKILL INFORMATION ONLINE." International Journal of Education, Psychology and Counseling 6, no. 40 (June 25, 2021): 168–79. http://dx.doi.org/10.35631/ijepc.640014.

Full text

Abstract:

In the context of the Covid-19 pandemic that is sweeping the world today, volunteering continues to be an important agenda in the country's development mission. The participation of the community, especially the younger generation in volunteer activities is very important in creating an empathetic community. Therefore, to produce a national group that has a clear and far-sighted goal, it is very appropriate if the youths can continue to engage in volunteer activities. Nowadays, volunteering in the field of STEM education is very rare we hear, especially its implementation among university students. Not only that, according to the Ministry of Education Malaysia, the number of students taking Science, Technology, Engineering and Mathematics (STEM) subjects is decreasing every year. Lack of interest and exposure about the enjoyment of learning STEM subjects is a major factor in the lack of student's number in the STEM stream. Thus, this study aims to propose create a team of STEM Volunteers known as iV-STEM@Volunteers STEM, produce an online STEM module that is the iV-STEM capsule module and apply it to among of primary school students. Descriptive statistical methods were used to evaluate the program through organized feedback. A closer approach is implemented through the online STEM program and several competitions to test the level of STEM mastery of students are organized. Each online STEM program organized makes full use of the iV-STEM capsule module developed using STEM elements. Analysis from the study shows that the efforts of the group iV-STEM@Volunteers STEM have a positive impact in efforts to strengthen STEM education until the enrollment of STEM field enrollment reaches 60% by i2023.

APA, Harvard, Vancouver, ISO, and other styles

34

VanMeter-Adams, Amy, Cara L. Frankenfeld, Jessica Bases, Virginia Espina, and Lance A. Liotta. "Students Who Demonstrate Strong Talent and Interest in STEM Are Initially Attracted to STEM through Extracurricular Experiences." CBE—Life Sciences Education 13, no. 4 (December 2014): 687–97. http://dx.doi.org/10.1187/cbe.13-11-0213.

Full text

Abstract:

What early experiences attract students to pursue an education and career in science, technology, engineering, and mathematics (STEM)? Does hands-on research influence them to persevere and complete a major course of academic study in STEM? We evaluated survey responses from 149 high school and undergraduate students who gained hands-on research experience in the 2007–2013 Aspiring Scientists Summer Internship Programs (ASSIP) at George Mason University. Participants demonstrated their strong interest in STEM by volunteering to participate in ASSIP and completing 300 h of summer research. The survey queried extracurricular experiences, classroom factors, and hands-on projects that first cultivated students’ interest in the STEM fields, and separately evaluated experiences that sustained their interest in pursuing a STEM degree. The majority of students (65.5%, p < 0.0001) reported extracurricular encounters, such as the influence of a relative or family member and childhood experiences, as the most significant factors that initially ignited their interest in STEM, while hands-on lab work was stated as sustaining their interest in STEM (92.6%). Based on these findings collected from a cohort of students who demonstrated a strong talent and interest in STEM, community-based programs that create awareness about STEM for both children and their family members may be key components for igniting long-term academic interest in STEM.

APA, Harvard, Vancouver, ISO, and other styles

35

McGregor, Sue L. T. "FCS, STEM, and STEAM: Two Lines of Inquiry." Journal of Family & Consumer Sciences 111, no. 4 (December 15, 2019): 35–48. http://dx.doi.org/10.14307/jfcs111.4.35.

Full text

Abstract:

This paper respects the emergent interest in the link between family and consumer sciences (FCS) and the STEM and STEAM (Science, Technology, Engineering, Arts, and Mathematics) movements. The nature of our involvement with these movements has an impact on future proofing the profession; therefore, two lines of inquiry are proposed. Should the profession (a) serve as a lynchpin that strengthens STEM and STEAM, making them successful or (b) position itself as a collaborative partner with STEAM initiatives, acting on its own merits. Backgrounders for these two lines of inquiry included discussing the controversy over—and benefits of—bringing the Arts to STEM as well as explaining integrative curriculum, interdisciplinarity, collaborative teamwork, and STEM, STEAM, and home economics literacy.

APA, Harvard, Vancouver, ISO, and other styles

36

Cheng, Li, Pavlo “Pasha” Antonenko, Albert D. Ritzhaupt, and Bruce MacFadden. "Exploring the role of 3D printing and STEM integration levels in students' STEM career interest." British Journal of Educational Technology 52, no. 3 (March 31, 2021): 1262–78. http://dx.doi.org/10.1111/bjet.13077.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Mihaylova, Zornitsa. "Stem cells and mesenchymal stem cell markers." International Journal of Medical Science and Clinical invention 6, no. 08 (August 6, 2019): 4544–47. http://dx.doi.org/10.18535/ijmsci/v6i8.03.

Full text

Abstract:

Stem cells are undifferentiated cell type characterized by colonogenic ability, self-renewal and multi-lineage differentiation. They are classified into the following categories: embryonic stem cells [ESC], somatic stem cells [or adult stem cells] and induced pluripotent stem cells [iPSC]. Stem cells represent area of interest for wide range of scientists, as they are promising tool for regenerative therapy. Their differentiation ability is significantly affected by various factors of the local environment. Additional research will provide more information about the optimal cell culture conditions when stem cells are cultivated for clinical purpose, to avoid side effects like uncontrolled cell proliferation and premature differentiation.

APA, Harvard, Vancouver, ISO, and other styles

38

Soria, Bernat, Francisco J. Bedoya, and Franz Martin. "Gastrointestinal Stem Cells I. Pancreatic stem cells." American Journal of Physiology-Gastrointestinal and Liver Physiology 289, no. 2 (August 2005): G177—G180. http://dx.doi.org/10.1152/ajpgi.00116.2005.

Full text

Abstract:

The transplantation of islets isolated from donor pancreas has renewed the interest in cell therapy for the treatment of diabetes. In addition, the capacity that stem cells have to differentiate into a wide variety of cell types makes their use ideal to generate β-cells for transplantation therapies. Several studies have reported the generation of insulin-secreting cells from embryonic and adult stem cells that normalized blood glucose values when transplanted into diabetic animal models. Finally, although much work remains to be done, there is sufficient evidence to warrant continued efforts on stem cell research to cure diabetes.

APA, Harvard, Vancouver, ISO, and other styles

39

Christensen, Rhonda, and Gerald Knezek. "Relationship of Middle School Student STEM Interest to Career Intent." Journal of Education in Science, Environment and Health 3, no. 1 (December 4, 2016): 1. http://dx.doi.org/10.21891/jeseh.275649.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Christensen, Rhonda, and Gerald Knezek. "Relationship of Middle School Student STEM Interest to Career Intent." Journal of Education in Science, Environment and Health 3, no. 1 (August 15, 2016): 1. http://dx.doi.org/10.21891/jeseh.45721.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Kolesnikova, Elena, and Irina Kudenko. "Interest for STEM Professions at School: Problems of Career Guidance." Sotsiologicheskie issledovaniya, no. 4 (2020): 124–33. http://dx.doi.org/10.31857/s013216250009117-1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Milner, Diana I., John J. Horan, and Terence J. G. Tracey. "Development and Evaluation of STEM Interest and Self-Efficacy Tests." Journal of Career Assessment 22, no. 4 (December 11, 2013): 642–53. http://dx.doi.org/10.1177/1069072713515427.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Maiorca, Cathrine, Thomas Roberts, Christa Jackson, Sarah Bush, Ashley Delaney, Margaret J. Mohr-Schroeder, and Soledad Yao Soledad. "Informal Learning Environments and Impact on Interest in STEM Careers." International Journal of Science and Mathematics Education 19, no. 1 (January 4, 2020): 45–64. http://dx.doi.org/10.1007/s10763-019-10038-9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Warne, Russell T., Gerhard Sonnert, and Philip M. Sadler. "The Relationship Between Advanced Placement Mathematics Courses and Students’ STEM Career Interest." Educational Researcher 48, no. 2 (March 2019): 101–11. http://dx.doi.org/10.3102/0013189x19825811.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

45

Wang, Ning, Aik-Ling Tan, Wu-Rong Xiao, Feng Zeng, Jiong Xiang, and Wei Duan. "THE EFFECT OF LEARNING EXPERIENCES ON INTEREST IN STEM CAREERS: A STRUCTURAL EQUATION MODEL." Journal of Baltic Science Education 20, no. 4 (August 15, 2021): 651–63. http://dx.doi.org/10.33225/jbse/21.20.651.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

46

Cabell, Autumn L., Dana Brookover, Amber Livingston, and Ila Cartwright. "“It’s Never Too Late”: High School Counselors’ Support of Underrepresented Students’ Interest in STEM." Professional Counselor 11, no. 2 (June 2021): 143–60. http://dx.doi.org/10.15241/alc.11.2.143.

Full text

Abstract:

The purpose of this study was to contribute to the literature surrounding school counselors and their support of underrepresented high school students who are interested in science, technology, engineering, and math (STEM). The influence of context on school counseling was also explored, in particular practicing during the COVID-19 pandemic. Through this phenomenological study, nine high school counselors were individually interviewed, and four themes emerged. These themes were: (a) professional knowledge surrounding issues of diversity in STEM, (b) training related to the needs of underrepresented students in STEM, (c) active engagement in supporting underrepresented students’ STEM career interests, and (d) barriers related to supporting underrepresented students’ STEM interests. This article includes implications for (a) how school counselors can support underrepresented students’ STEM interests, particularly during the COVID-19 pandemic; (b) how counselor educators can contribute to STEM-related research and training; and (c) how school administrators can support school counselors’ STEM initiatives.

APA, Harvard, Vancouver, ISO, and other styles

47

Hernandez, Diley, Shaheen Rana, Meltem Alemdar, Analía Rao, and Marion Usselman. "Latino parents’ educational values and STEM beliefs." Journal for Multicultural Education 10, no. 3 (August 8, 2016): 354–67. http://dx.doi.org/10.1108/jme-12-2015-0042.

Full text

Abstract:

Purpose This paper aims to provide a snapshot of K-12 Latino families’ beliefs about education, their awareness and interest in science, technology, engineering and math (STEM) careers and their perceived educational challenges. It builds on the existent body of literature by dispelling pervasive notions that Latino parents do not value education. It contributes to the field by providing evidence of Latino parents’ beliefs, awareness and interest in STEM careers for their children. Design/methodology/approach This study reports the results of a focus group needs assessment conducted with Latino parents, surveys and interviews collected for three years during Latino family-focused events. Findings Surveyed parents thought children should attend college to prepare for a better future and career decisions should be dependent on their preference and vocation. They believed STEM careers were important for the Latino community and reported talking to their children about having a job in STEM. Parents perceived several challenges for their children’s education, such as cost, immigration status, lack of information and language barriers. Practical implications Stereotypes regarding Latino family’s beliefs about education have implications for how school systems, educational gatekeepers and stakeholders perceive these students’ opportunities. This paper discredits the perception that Latino parents are not interested in their children attending college or pursuing STEM careers. Originality/value There is a dearth of information about Latino families’ perceptions of their children’s educational goals, knowledge of STEM careers and their interest in such fields. This paper provides a fundamental step toward filling that gap.

APA, Harvard, Vancouver, ISO, and other styles

48

Kwak, Dae-Kyung, Sun-Hee Bang, Sung-Jae Lee, Ji-Hun Park, and Je-Hyun Yoo. "Effect of stem position and length on bone-stem constructs after cementless hip arthroplasty." Bone & Joint Research 10, no. 4 (April 1, 2021): 250–58. http://dx.doi.org/10.1302/2046-3758.104.bjr-2020-0043.r3.

Full text

Abstract:

Aims There are concerns regarding initial stability and early periprosthetic fractures in cementless hip arthroplasty using short stems. This study aimed to investigate stress on the cortical bone around the stem and micromotions between the stem and cortical bone according to femoral stem length and positioning. Methods In total, 12 femoral finite element models (FEMs) were constructed and tested in walking and stair-climbing. Femoral stems of three different lengths and two different positions were simulated, assuming press-fit fixation within each FEM. Stress on the cortical bone and micromotions between the stem and bone were measured in each condition. Results Stress concentration was observed on the medial and lateral interfaces between the cortical bone and stem. With neutral stem insertion, mean stress over a region of interest was greater at the medial than lateral interface regardless of stem length, which increased as the stem shortened. Mean stress increased in the varus-inserted stems compared to the stems inserted neutrally, especially at the lateral interface in contact with the stem tip. The maximum stress was observed at the lateral interface in a varus-inserted short stem. All mean stresses were greater in stair-climbing condition than walking. Each micromotion was also greater in shorter stems and varus-inserted stems, and in stair-climbing condition. Conclusion The stem should be inserted neutrally and stair-climbing movement should be avoided in the early postoperative period, in order to preserve early stability and reduce the possibility of thigh pain, especially when using a shorter stem. Cite this article: Bone Joint Res 2021;10(4):250–258.

APA, Harvard, Vancouver, ISO, and other styles

49

Tyler-Wood, Tandra, Karen Johnson, and Deborah Cockerham. "Factors Influencing Student STEM Career Choices: Gender Differences." Journal of Research in STEM Education 4, no. 2 (December 1, 2018): 179–92. http://dx.doi.org/10.51355/jstem.2018.44.

Full text

Abstract:

This study examined factors that influence middle school students’ dispositions towards science, technology, engineering, and math (STEM) careers. Interest and ability in STEM subject areas were compared by gender, based on 182 middle school students’ responses to four different test instruments. While findings from t-tests indicated significant differences between males and females on mathematics interest scores, no significant differences were found in science, technology, engineering, or STEM career interest. Stepwise multiple regression showed that STEM variables explained 47% of the variance in boys pursuing a STEM career and 36% of the variance in girls. The findings of this study underscore the challenges that still exist in achieving equal gender representation in the STEM workforce, and suggest that adopting a constructivist learning approach may provide a foundation for girls to develop a more positive approach toward science, boost STEM awareness and interest, and increase STEM success.

APA, Harvard, Vancouver, ISO, and other styles

50

Young, Jamaal Rashad, Nickolaus Ortiz, and Jemimah Lea Young. "STEMulating Interest: A Meta-Analysis of the Effects of Out-of-School Time on Student STEM Interest." International Journal of Education in Mathematics, Science and Technology 5, no. 1 (March 26, 2016): 62. http://dx.doi.org/10.18404/ijemst.61149.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!