Stem in Movies: Female Preservice Teachers' Perspectives on Movie "Hidden Figures"

Abstract

Movies are informal teaching tools to make teaching relevant to a diverse group of students. The use of movies may enhance students’ interest in science, technology, engineering, and mathematics (STEM). They can be effective tools to build students’ interest in STEM fields and raise their awareness of STEM and STEM careers. This study purpose was to identify STEM-related topics in the movie “Hidden Figures” and determine preservice female teachers’ views of it. The study sample included 19 female students. A qualitative phenomenological design research method was used. Data were collected using “the Movie Hidden Figures” and a “Semi-Structured Interview” forms. Qualitative data were analyzed using semiotics and content analysis. Analysis showed that Hidden Figures focus mostly on the theme of “gender perception in science” as well as “design process” and “advances in technology.” Participants believed that the movie had messages mostly of negative gender perception in science. Despite that, movies emphasized that women can be mathematicians, engineers, and scientists as men. They also stated that gender equality is crucial in education. They also advocated that mathematics and engineering are essential for technological progress and female scientists can play a more active role for achievement. Keywords: gender perception in science, hidden figures, women in movie, preservice teachers, STEM education

Teachers’ views on the effect of STEM education on the labor market

“… Çepni and Ormancı (2018) argue that technological unemployment may occur due to the disappearance of some business areas with technological advances. Yıldırım et al (2021) also maintain that STEM education will accelerate technological developments, reducing human-based jobs and increasing unemployment. Our results are consistent with the literature.…”

“…According to the fourth result in line with the main research question, most participants remarked that STEM education reduced the number of unemployed people. Research shows that STEM education provides new lines of business ( Kertil and Gurel, 2016 ; Widayanti and Suyatna, 2019 ; Yıldırım et al, 2021 ). Fahmy and Naqvi (2022) state that there will be more STEM-related lines of business in the future.…”

“…In doing so, the relationship between STEM education and the working population is also indirectly realized. Therefore, STEM education impacts many areas of the economy, especially the labor market ( Yıldırım et al, 2021 ). A strong link must be established between the STEM education system and economic life for the former to have a greater impact on the latter.…”