Effects of a summer robotics camp on students  STEM career interest and knowledge structure

Tekbıyık, Ahmet; Bulut, Demet Baran; Sandalcı, Yalçın

doi:10.33902/jpr.202212606

Cited by 6 publications

(6 citation statements)

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“…Shahali et al (2016) discovered an increase in STEM job interest scores among students who participated in intervention-based STEM career exposure in an experimental study. This finding is confirmed by the findings of Tekbiyik et al (2022), who investigated STEM field interest among students in the classroom utilising robots in STEM education. Their research discovered that when students engaged in robotics-based learning, their interest in a career in technology increased.…”

Section: Discussionsupporting

confidence: 75%

“…Interventions focused at promoting and cultivating interest in STEM subjects, on the other hand, have revealed significant variations in students' interest in STEM fields and occupations (Shahali et al, 2016). According to the findings of a study conducted by Tekbiyik et al (2022), technology-based learning in STEM courses has an effect or influence on students' career interest. The usage of technology in STEM education increases students' interest in the STEM sector and jobs.…”

Section: Stem Interest Careermentioning

confidence: 99%

“…As a result, some studies have employed STEM career interest theories in schools to identify pupils' tendencies, offering early rationale and exposure to career sectors that correspond with their interests, particularly in STEM occupations. Other than that, Kier et al (2014) (Tekbiyik et al, 2022;Donmez et al, 2020;Yerdelen et al, 2016). This suggests that the STEM-CIS instrument created by Kier et al (2014) can aid in detecting career interests among secondary school student populations and increasing student participation in STEM disciplines within schools.…”

Section: Stem Interest Careermentioning

confidence: 99%

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Charting the Course: STEM Interest Career Survey among Secondary School Students in Malaysia

Idris,

Bacotang,

Govindasamy

et al. 2023

IJARBSS

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STEM (Science, Technology, Engineering, and Mathematics) career interest has expanded in tandem with the rising emphasis on STEM education in schools and universities. Researchers investigated aspects and consequences connected to students' interest in STEM disciplines, which is critical for recognising their potential and inclination towards STEM subjects, particularly in the context of Malaysia's ongoing STEM education implementation. Kier et al. ( 2013) created the STEM-Career Interest Survey (STEM-CIS) as a theoretical framework for assessing STEM career interest. The STEM-CIS, which is based on the Social Cognitive profession Theory, takes into account factors such as profession choice, self-efficacy, outcome expectations, personal aspirations, and contextual factors. The STEM-CIS theory is made up of four sets of characteristics that describe careers in science, technology, engineering, and mathematics. These dimensions include self-efficacy, personal objectives, outcome expectations, interest in STEM courses, contextual support, and personal input. Understanding STEM career interest and using the STEM-CIS has important consequences for educational institutions, legislators, and career counsellors. This knowledge helps to produce a skilled and diversified workforce, which drives innovation and progress in STEM-related sectors.

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Section: Discussionsupporting

confidence: 75%

Section: Stem Interest Careermentioning

confidence: 99%

Section: Stem Interest Careermentioning

confidence: 99%

See 1 more Smart Citation

Charting the Course: STEM Interest Career Survey among Secondary School Students in Malaysia

Idris,

Bacotang,

Govindasamy

et al. 2023

IJARBSS

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“…In general, projectbased learning can be defined as a learning approach that allows students to gain a deeper understanding of the subject matter (Korur, Efe, Erdogan, & Tunç, 2017) and improve problem-solving skills (Johnson & Smith, 2008). Additionally, this model emerged from the societal need for preparing students for future competitiveness (Kapusuz & Can, 2014;Tekbıyık, Baran Bulut, & Sandalcı, 2022).…”

Section: Description Of the Success Of Each Process In Implementing P...mentioning

confidence: 99%

Evaluating Project-Based Learning Success: Unveiling Insights through Supervised Machine Learning Assessment

Kurniawan,

Riantoni,

Lestari

2024

AIJP

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In physics education research, the success of implementing the project-based learning model is typically assessed based on students' learning outcomes. There are very few studies that specifically evaluate the success of implementing the project-based learning model in terms of the process. This is due to the difficulty of assessing the process itself. The aim of this research was to obtain information on the success profile of implementing the Project Based Learning (PBL) model assessed using Supervised Machine Learning. This research used a qualitative descriptive method. The subjects of the research were 60 undergraduate students Jambi University. Data was collected based on the students' success in each stage of PBL. The stages of PBL include 1) project team introduction and planning; 2) initial research phase for information gathering; 3) creation, development, initial evaluation, and prototyping; 4) second research phase; 5) final development stage; and 6) publication of the product or artefact. Every stage of project-based learning is structured using supervised machine learning. This aims to facilitate students' direct involvement in project-based learning in supervised machine learning, enabling teachers to rapidly evaluate and give feedback. The success of project-based learning depends mostly on the precision of the students' group in project design, as indicated by studies. If the planning process is executed well, including tool and material selection, project execution procedures, and good design, students will have no challenges during the product creation stage.

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“…As a result, many institutions and organizations have established STEM centers and conducted activities and research on this subject. For example, studies have investigated the effects of STEM education on variables such as academic achievement, motivation, scientific creativity, and career interest (e.g., Çalışıcı, 2018;Gülen, 2016;Kırıcı & Bakırcı, 2021;Kızılay, 2018;Koca, 2018;Tekbıyık et al, 2022;Yıldırım, 2016).…”

Section: Introductionmentioning

confidence: 99%

The effects of a STEM-based intervention on middle school students science achievement and learning motivation

Uzun¹,

Şen²

2023

JPR

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The goal of STEM education is to integrate the disciplines of science, technology, engineering, and mathematics in a way that facilitates holistic learning. Students are also supported in developing creative solutions to problems using the STEM approach. Other STEM fields are often linked through engineering and engineering design. Throughout this study, students participated in engineering design-oriented activities that connected STEM disciplines. This study aims to reveal the effect of a learning environment based on the STEM approach in science education on students' academic achievement and motivation. This study used a quasi-experimental, non-equivalent pretest-posttest control group design. Seventhgraders who attended a public middle school in the Aegean Region of Türkiye participated in the study. The research findings showed a significant difference in science achievement between the control group in the curriculum-based learning environment and the experimental group in the STEM-based learning environment. It was found, however, that motivation toward science was not significantly different. The results indicated that the STEM-based learning environment positively affected science achievement.

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Effects of a summer robotics camp on students STEM career interest and knowledge structure

Cited by 6 publications

References 0 publications

Charting the Course: STEM Interest Career Survey among Secondary School Students in Malaysia

Charting the Course: STEM Interest Career Survey among Secondary School Students in Malaysia

Evaluating Project-Based Learning Success: Unveiling Insights through Supervised Machine Learning Assessment

The effects of a STEM-based intervention on middle school students science achievement and learning motivation

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