Elementary students’ attitudes towards STEM and 21st-century skills

Perdana, Riki; Apriani, An-Nisa; Richardo, Rino; Rochaendi, Endi; Kusuma, Chahya

doi:10.11591/ijere.v10i3.21389

Cited by 21 publications

(20 citation statements)

References 35 publications

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“…According to the study, girls' "Learning and Innovation Skills," "Life and Career Skills," and total scores were higher than they were when they were younger. A review of the literature revealed that studies with various age groups did not show any statistically significant gender differences (Dinler, Simsar, & Yalçn, 2021;Elci, 2021;Gurultu, Aslan, & Alci, 2020;Perdana et al, 2021;Uyar & Cicek, 2021). In their study of the seventhgrade students' 21st-century talents, Rogayan et al (2021) discovered that female students had greater scores than male students.…”

Section: Results Discussion and Suggestionsmentioning

confidence: 99%

Examination of 21st-Century Skills in Early Childhood in Terms of Different Variables

Kol

Tunçeli

2022

Sakarya University Journal of Education

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Abstract. It has been argued recently that in order for people to become global citizens, they must be taught 21st-century abilities. It is thought to be crucial that kids learn these abilities in their early years, when growth and learning are occurring at the fastest rates. This is why the study intends to investigate how youngsters between the ages of 5 and 6 differ in terms of their 21st-century competencies. The sample for the study included 45 preschool teachers, and the research was done using a relational survey model. Through the teachers, information on the 21st century skills of 483 students was gathered. A demographic information form and the 21st Century Skills Scale for 5–6–Year-Old Children were used to gather the data (DAY-2). T-test and ANOVA were used to assess the data that were acquired. As a result, it was discovered that the sampled children's 21st-century talents did not differ significantly based on the number of siblings or the parents' employment status. The gender variable was analyzed, and it was shown that there was a considerable difference in favor of girls. It was shown that the children's 21st-century skills rose along with the parents' education and income levels.

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Section: Results Discussion and Suggestionsmentioning

confidence: 99%

Examination of 21st-Century Skills in Early Childhood in Terms of Different Variables

Kol

Tunçeli

2022

Sakarya University Journal of Education

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“…The purpose of the study by Michael and Alsup (2016) was to determine whether boys and females in a Protestant Christian middle school setting had different attitudes about STEM courses. This study (Perdana et al, 2021) aims to evaluate the attitudes of students in primary school in relation to 21st-century abilities, gender, and grade level. The goal of research by Sachdev and Eamoraphan (2020) was to see if there were any gender-related differences in teachers' attitudes toward STEM education.…”

Section: The Aims Of Studiesmentioning

confidence: 99%

“…According to the results of the study in which university-level students participated, students' attitudes toward STEM were positive (Altakahyneh & Abumusa, 2020;Kartal & Taşdemir, 2021), and at moderate level among pre-university students (Perdana et al, 2021). It has been demonstrated that while they faced doubt in the other aspects (Science and Technology), they had more favorable opinions concerning mathematics and engineering (Anastasiadis & Zirinoglou, 2022).…”

Section: Relations Among Attitudes Toward Stem and Variablesmentioning

confidence: 99%

Exploring attitudes towards STEM education: A global analysis of university, middle school, and elementary school perspectives

Мартыненко

Pashanova

Korzhuev

et al. 2023

EURASIA J Math Sci Tech Ed

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The goal of this study is to examine views regarding STEM education studies pertaining to a variety of disciplines inside an electronic database. In addition, the same keyword was used to search for articles published in the electronic database. 23 studies on STEM education context attitudes were assessed using criteria derived from the associated literature. As a result, Turkey provided the majority of the data, but Jordan, Indonesia, and China each contributed two sets. In research groups, instructors and middle school students mostly participated. University, elementary, and secondary school students participated sequentially. The most notable research explores whether participants' STEM attitudes alter in response to diverse conditions. Next are STEM-related studies. One research focuses on the development of scales. There are two types of STEM attitude factors. The first group consists of attitude-affecting elements. The second one is that factors are associated with attitudes (Personal and academic). Teachers' STEM attitudes were favorable, somewhat positive, and moderately positive. Studies of teachers reveal no gender differences. Also, it is indicated that a negative or no correlation between experience and attitudes. Private school science instructors were more supportive of STEM education than their public-school counterparts. The STEM perspectives of university students were favorable, whereas those of high school students were moderate. University and pre-university perspectives on STEM were not affected by gender. However, some pre-university studies demonstrate gender differences in STEM views. A traineeship or STEM education increased the STEM attitudes of university students. In pre-university STEM programs positively affect attitudes toward STEM.

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“…The student's average score was 56.78 which place their level of proficiency in 21st-century skills in the low range. (Abualrob, 2019;Asrizal, Yurnetti, & Usman, 2022;Jannah, Prasojo, & Jerusalem, 2020;Perdana, Apriani, Richardo, Rochaendi, & Kusuma, 2021;Putra, Wiyanto, & Linuwih, 2020;Rochmawati, Wiyanto, & Ridlo, 2019). In order to enhance the 21st century skills of those students, this problems need to be handled as the primary school children have a significant role in future.…”

Section: Introductionmentioning

confidence: 99%

The Influence of a STEM-Based Digital Classroom Learning Model and High-Order Thinking Skills on the 21st-Century Skills of Elementary School Students in Indonesia

Zainil¹,

Kenedi²,

Rahmatina

et al. 2022

JEELR

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The aim of the current research is to develop a STEM-based digital classroom learning model based on the 21st-century skills and characteristics of elementary school students. To enable the dissemination of this learning model, further research is needed to determine the effect of the STEM-based digital classroom learning model on the 21st century skills of elementary school students. The lack of 21st-century skills among elementary school students and the necessity for a study of the influence of higher-order thinking skills as one of the capabilities that primary school students must develop are contributing factors to this research. This advancement would lead to an understanding of how STEM and HOTS affect student’s skills. This was experimental research with 100 fourth-grade students. The data analysis methods employed by SPSS included two-way ANOVA tests, homogeneity tests, normality tests and descriptive tests. The study's findings revealed that: (1) students who are taught with STEM-based digital and conventional learning models have different 21st-century skills, (2) students with high and low higher- order thinking skills have different 21st-century skills, and (3) students with high and low higher- order thinking skills who are taught with STEM-based digital and conventional learning models have a connection to 21st-century skills. Education professionals can use the implications of this research as a guide to develop 21st-century skills for elementary school students.

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Elementary students’ attitudes towards STEM and 21st-century skills

Cited by 21 publications

References 35 publications

Examination of 21st-Century Skills in Early Childhood in Terms of Different Variables

Examination of 21st-Century Skills in Early Childhood in Terms of Different Variables

Exploring attitudes towards STEM education: A global analysis of university, middle school, and elementary school perspectives

The Influence of a STEM-Based Digital Classroom Learning Model and High-Order Thinking Skills on the 21st-Century Skills of Elementary School Students in Indonesia

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