A strong, positive science, technology, engineering, and mathematics (STEM) identity is a predictor of future career choice in a STEM field. In this commentary, major concepts are explored within and among four different research studies with implications regarding STEM or science identity. This commentary describes ways in which one can view STEM identity as its own construct—and how different experiences affect positive or negative influences upon the formation and continuation of STEM identity. A summary of external and internal factors is included with discussion of the pertinent points regarding facilitation and development of STEM identity within educational settings.
This study took place during a First Year Seminar course where 20 incoming college freshmen studied the central topic of the nature of science within the context of biological evolution. The instructor researched students' understandings in the nature of science as they progressed through the course by examining a variety of qualitative and quantitative data including class writings, pre-and post-test selected items from the VOSTS (Views on ScienceTechnology-Society), and interviews. The intended outcomes of the course were to reduce the number of student misconceptions in the nature of science and to ease student apprehension when learning about evolution. Data were analyzed to determine whether students were moving toward a more generally accepted idea of the nature of science or toward another type of misconception.
Of great importance for achieving science education reform may be teachers' interest in science and enjoyment of science. This study explores the motivational qualities (rated for interest, fun, and learning value) of different levels of inquiry of hands‐on class activities. The participants, 53 preservice teachers in two sections of a science methods course, rated the activities at the end of each class. At the end of the course, these activities were categorized by level of inquiry (levels 0–3), with 30% rated as level 0 (no inquiry), 40% as level 1, 22% as level 2, and 8% as level 3, according to how much choice was given for posing questions and designing investigations. Ratings of each hands‐on activity indicated that participants perceived activities of higher levels of inquiry to be more fun and more interesting. They also perceived that they had learned more. These findings suggest that course instructors should determine level of inquiry when planning course activities, and degree of participant input into course activities may be important in the development of interest in science. A focus on hands‐on learning especially at higher levels of inquiry may serve both to capture the interest of teachers and to model how they can make science more authentic and engaging for children.
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