Universal Journal of Educational Research Vol. 5(12), pp. 2117 - 2124
DOI: 10.13189/ujer.2017.051201
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Comparison of Science Process Skills with Stem Career Interests of Middle School Students


Fulya Zorlu 1, Yusuf Zorlu 2,*
1 Department of Primary Science Education, Faculty of Ereğli Education, Bülent Ecevit University, Turkey
2 Department of Primary Science Education, Faculty of Education, Dumlupınar University, Turkey

ABSTRACT

This study was aimed to examine the relation between the STEM (Science, Technology, Engineering and Mathematics) career interests and science process skills of middle school seventh grade students. Method of this study was the relational survey method. The study was conducted on the basis of voluntariness and participants were 133 seventh grade students (69 females and 64 males) who study in middle schools under the Ministry of Education. STEM-CIS and SPST was used data collection instruments in this study. SPSS package program was used to analyse the data obtained from research. When we consider STEM career interests, it was determined that career interest of students in the fields of Science and Mathematics were higher than their career interests in Technology and Engineering. When averages of STEM-CIS were considered, career interest in Engineering was lower than career interests in other fields. In accordance with findings obtained via STEM-CIS and SPST scales, it is determined that there are low or medium-level relations between STEM career interest and science process skills. It is observed that there are medium-level relations between career interest of Science, Technology and Mathematics and science process skills. The relation between science process skills and Engineering career interest is rather low level.

KEYWORDS
STEM, Science Process Skill, Science Education

Cite this paper
Fulya Zorlu , Yusuf Zorlu . "Comparison of Science Process Skills with Stem Career Interests of Middle School Students." Universal Journal of Educational Research 5.12 (2017) 2117 - 2124. doi: 10.13189/ujer.2017.051201.