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 Framework

Ribeirinha, Teresa; Baptista, Mónica; Correia, Marisa

http://hdl.handle.net/10400.15/4951

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Authors

Ribeirinha, Teresa

Baptista, Mónica

Correia, Marisa

Abstract(s)

Gender 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.

Keywords

gender differences STEM inquiry-based learning activities interest in STEM careers Portuguese secondary students social cognitive career theory

URI

http://hdl.handle.net/10400.15/4951

Citation

Ribeirinha, T., Baptista, M., & Correia, M. (2024). 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 Framework. Education Sciences, 14, 1037.