Korean Students' Attitudes toward STEM Project-Based Learning and Major Selection

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  • Author(s): Han, Sunyoung
  • Language:
    English
  • Source:
    Educational Sciences: Theory and Practice. Apr 2017 17(2):529-548.
  • Publication Date:
    2017
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey. Tel: +90-216-481-30-23; Fax: +90-216-481-31-36; e-mail: [email protected]; Web site: http://www.estp.com.tr/
    • Peer Reviewed:
      Y
    • Source:
      20
    • Education Level:
      Higher Education
      Postsecondary Education
      Secondary Education
      Middle Schools
      Junior High Schools
      High Schools
    • Subject Terms:
      Student Attitudes; STEM Education; Structural Equation Models; Correlation; Student Surveys; Student Projects; Active Learning; Majors (Students); Metacognition; Cooperative Learning; Foreign Countries; Factor Analysis; Statistical Analysis; Gender Differences; Middle School Students; High School Students; Intention
    • Subject Terms:
      South Korea
    • ISSN:
      1303-0485
    • Abstract:
      The trend of avoiding science, technology, engineering, and mathematics (STEM) majors has persisted resulting in a lack of professionals in STEM fields. Further, the current STEM education system in Korea does not meet domestic demands for STEM labor. To discover an educational approach encouraging students to choose STEM majors at the post-secondary level, the current study employed a survey instrument investigating students' attitudes toward STEM project based learning (PBL), and examined the relationships between these attitudes and intent to pursue a STEM major. A model depicting the relationships was proposed, and the structure of the model was verified using structural equation modeling. Additionally, a mediation relationship on the model was investigated and tested. Finally, the gender difference on the paths of the structural model was analyzed using multiple-group analysis. The results indicated that students who were positive toward PBL components (i.e., technology based learning, self-regulated learning, and hands-on activities) except "collaborative learning" were more likely to have the intent to pursue a STEM PBL. In addition, belief in STEM majors' benefit played a role as a mediator. The findings of this study help secondary teachers guide students through major and job selection by integrating PBL into mathematics and science classrooms.
    • Abstract:
      As Provided
    • Number of References:
      52
    • Publication Date:
      2017
    • Accession Number:
      EJ1147511