Students’ lack of interest or aspirations in science, technology, engineering, and mathematics (STEM) careers is a concern worldwide (The White House, 2018). Students are led away from STEM careers due to common misperceptions that STEM is difficult, uncreative, passionless and socially isolated enterprises (Masnick, Valentia, Coxa, & Osman, 2010). This misconception calls for better school STEM education to reflect the evolving nature of STEM, address the under-representation of females in STEM, and highlight the future needs of a highly skilled STEM workforce to guide students’ study and career choices. Evidence indicates that students’ early and positive experiences of school STEM learning contributes to enjoyment, which in turn encourages further pursuit of STEM career (Aschbacher, Li, & Roth., 2010; Lindahl, 2007; The Royal Society, 2006). This symposium aims to share the recent research effort on students’ STEM learning and STEM aspiration, which will provide useful research-based evidence to support the development of STEM education. Copyright © 2019 AERA.
|Publication status||Published - Apr 2019|
|Event||2019 Annual Meeting of American Educational Research Association: Leveraging Education Research in a “Post-Truth” Era: Multimodal Narratives to Democratize Evidence - Toronto, Canada|
Duration: 05 Apr 2019 → 09 Apr 2019
|Conference||2019 Annual Meeting of American Educational Research Association: Leveraging Education Research in a “Post-Truth” Era: Multimodal Narratives to Democratize Evidence|
|Abbreviated title||AERA 2019|
|Period||05/04/19 → 09/04/19|