New Perspectives in Science Education

Nowadays, there is the widespread perception that students avoid pursuing their studies/careers in STEM areas. The reasons are, among others, the students’ lack of interest for STEM areas, the low perception of self-efficacy regarding science learning and the lack of motivation to learn science. In Portugal, the results from PISA [1] and ROSE project [2] suggest a reasonable interest of students, at the end of the elementary school, for science subjects. As a response to this global scenario, several different proposals have been emerged in order to reformulate curricula or create learning environments that explore the STEM approach. Some studies report that STEM experiences have a positive impact on students’ self-efficacy and interest for STEM areas, and on having a STEM related career [e.g. 3]. However, some studies report ambiguous results about science learning [4]. In this work we aim to describe students’ learning when involved in a STEM centered learning approach. The participants of this study were students from primary classrooms and lower secondary classrooms, belonging to school clusters from different regions of Portugal.

Keywords: STEM Education, Science Education, Learning Science.

References:
[1] PISA (2015). PISA 2015 assessment and analytical framework science, reading, mathematic and financial literacy. Paris: OECD.
[2] Sjøberg, S., & Schreiner, C. (2010). The ROSE Project. An Overview and Key Findings, University of Oslo: Oslo.
[3] Rahm, J. and Moore, J. C. (2016), A case study of long‐term engagement and identity‐in‐practice: Insights into the STEM pathways of four underrepresented youths. Journal of Research in Science Teaching, 53: 768-801.
[4] Means, B., Wang, H., Young, V., Peters, V. L., & Lynch, S. J. (2016). STEM-focused high schools as a strategy for enhancing readiness for postsecondary STEM programs. Journal of Research in Science Teaching, 53, 709–736.