International Association of Educators   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2020, Vol. 16(4) 1-12

Determination of the STEM Career Interests of Middle School Students

İsmai Dönmez & Şahin İdin

pp. 1 - 12   |  DOI:   |  Manu. Number: MANU-1909-16-0002.R1

Published online: August 13, 2020  |   Number of Views: 230  |  Number of Download: 488


The aim of this research is to determine the middle school students' interest in STEM (Science, Technology, Engineering and Mathematics) field. Descriptive survey model, which is one of the quantitative researches, was used. A scale named ‘’The Development of the STEM Career Interest Survey (STEM-CIS)’’ was applied to the middle school students who were studying in public schools in two different central districts of Ankara. 271 (51.7%) female and 253 (48.3%) male student attended to the research. The reliability coefficient of this questionnaire was calculated as 0.902. The findings show that self-efficacy, personal goals, expectation of results, interest in science, contextual support and individual inputs are effective in STEM career interests of middle school students. STEM career interest has been found to be disproportionate to gender, but it is proportional to class level. In order for students to develop their career plans, the content which is specific to the STEM fields can be combined with the course content itself.

Keywords: STEM, Career, Interest, STEM Career, Middle School

How to Cite this Article?

APA 6th edition
Donmez, I. & Idin, S. (2020). Determination of the STEM Career Interests of Middle School Students . International Journal of Progressive Education, 16(4), 1-12. doi: 10.29329/ijpe.2020.268.1

Donmez, I. and Idin, S. (2020). Determination of the STEM Career Interests of Middle School Students . International Journal of Progressive Education, 16(4), pp. 1-12.

Chicago 16th edition
Donmez, Ismai and Sahin Idin (2020). "Determination of the STEM Career Interests of Middle School Students ". International Journal of Progressive Education 16 (4):1-12. doi:10.29329/ijpe.2020.268.1.

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