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- Investigating the Impact of STEM Inquiry-Based Learning Activities on Secondary School Student’s STEM Career Interests: A Gender-Based Analysis Using the Social Cognitive Career FrameworkPublication . Ribeirinha, Teresa; Baptista, Mónica; Correia, MarisaGender disparity within science, technology, engineering, and mathematics (STEM) fields is a persistent global issue, with women being consistently underrepresented. Recent research indicates that inquiry-based practices may enhance students’ interest in STEM careers and challenge genderrelated STEM stereotypes. The aim of this study is to evaluate the impact of STEM inquiry-based learning activities on students’ interest in STEM careers, as well as on the social cognitive career theory (SCCT) dimensions (self-efficacy, personal goals, outcome expectations, interests, contextual support, and personal inputs), with a specific focus on gender. A quantitative approach was employed, whereby pre- and post-test measures were administered to a cohort of 190 Portuguese secondary school students, using the STEM Career Interest Survey. The results showed that, while the STEM inquiry-based learning activities did not alter the gender-based patterns of interest in STEM subjects and careers, they did contribute to a significant increase in students’ interest in these areas. It was found that these activities were particularly effective in promoting female students’ interest in STEM careers. A significant increase was observed in all SCCT dimensions, particularly in engineering, for female students. Additionally, no gender disparities were observed in self-efficacy in STEM areas. The results suggest that STEM inquiry-based learning activities are an effective approach to building students’ confidence in STEM fields and stimulating their interest in STEM careers. This study reinforces the importance of inquiry-based practices in promoting a more equitable STEM education landscape.
- STEM Career Aspirations Among Portuguese Secondary School StudentsPublication . Ribeirinha, Teresa; Correia, Marisa; Baptista, MónicaThe main objective of this study was to investigate the Science, Technology, Engineering and Mathematics (STEM) career interests of secondary school students in Portugal. Data were collected from a sample of 190 twelfth grade students, consisting of 106 females and 84 males, using the STEM Career Interest Survey. The results showed that interest in careers in engineering tended to be lower than interest in mathematics, science, and technology among secondary school students. The study also found a gender gap in students' interest in science, engineering, and technology careers. Female students were less interested in engineering and technology-related careers than their male counterparts, but more interested in science-related careers. These findings can inform education policy makers, curriculum developers, teachers, and researchers about the importance of STEM education in nurturing and cultivating students' interest in STEM fields.
- Explorando o interesse de alunos portugueses do 12.º ano do curso de Ciências e Tecnologia pelas áreas STEMPublication . Ribeirinha, Teresa; Baptista, Mónica; Correia, MarisaEste estudo teve como objetivo explorar o interesse de alunos portugueses do 12.º ano, do curso de Ciências e Tecnologia do ensino secundário, em Ciências, Tecnologia, Engenharia e Matemática (STEM). Através de uma abordagem quantitativa e utilizando o inquérito por questionário, recolheram-se dados de 190 alunos. Os resultados sugerem que o interesse dos alunos na área da engenharia tende a ser menor do que nas outras áreas e apontam para uma disparidade de género no interesse dos alunos pelas áreas STEM.
- The effects of a stem approach on pre-service elementary teachers’ subject matter knowledge about soundPublication . Correia, Marisa; Baptista, MónicaBackground: STEM education has been in focus in recent years given its innumerable potential for developing diverse skills and encouraging the pursuit of careers in the STEM areas. In this way, since initial training, it is crucial to create conditions for preservice teachers (PSTs) in STEM experiences that encourage the development of their subject matter knowledge (SMK). Objectives: This study aims to examine the effects of STEM activities centred on inquiry-based learning on PSTs’ SMK about sound phenomena and concepts. Design: This is a qualitative and interpretative study. Setting and Participants: The participants are nine preservice teachers studying in a Portuguese higher education institution. Data collection and analysis: Two data collection methods were used: (i) students’ productions developed through six STEM activities that included sound-related concepts, such as sound vibration, wave, transmission, velocity, and loudness and (ii) field notes. To analyse the data, we used an inductive strategy of content analysis. Results: Results revealed that the preservice teachers initially misconceived sound and had their subject matter knowledge improved after the activities. Conclusions: STEM approach favoured an active involvement of PSTs in their learning, connecting contents to real-life situations.
- O impacto das atividades integradas STEM no interesse dos alunos do ensino secundário pelas áreas STEMPublication . Ribeirinha, Teresa; Baptista, Mónica; Correia, MarisaA investigação sugere que o desenvolvimento de atividades que integrem conteúdos de Ciência, Tecnologia, Engenharia e Matemática (atividades integradas STEM), em contextos formais pode, não só, suscitar o interesse dos alunos por estas áreas, bem como, minorar a desigualdade de género evidenciada nestas áreas. Este estudo teve como objetivo analisar o efeito de atividades integradas STEM, desenvolvidas na disciplina de Química do 12.º ano de escolaridade, nas perceções dos alunos relativas ao interesse em seguir carreiras STEM. Adotou-se uma abordagem quantitativa com medidas de pré-teste e pós-teste, para uma amostra de conveniência, constituída por 191 alunos. Os resultados mostraram uma diferença estatisticamente significativa nas intenções dos rapazes de prosseguirem oportunidades educativas que poderiam conduzir a uma carreira nestas áreas, após a realização das atividades, enquanto os resultados do sexo feminino não apresentaram diferenças. Estes resultados realçam a importância das atividades integradas STEM no desenvolvimento e manutenção do interesse dos alunos pelo prosseguimento de estudos nestas áreas. Além disso, reforçam a necessidade destas atividades serem incorporadas em níveis de ensino inferiores e de forma