GoSTEM

Mónica Baptista

Policy guidelines have been highlighting society’s urgent need to adapt for the fast evolution of science and technology. In order to motivate people for pursuing scientific careers it is necessary to design and to implement educational policies and practices that foster scientific and technological knowledge and competencies right from the early years of schooling. STEM have emerged within this context. Some very positive STEM experiences have been developed. These experiences show that involvement with STEM program has positive effects on students’ interest with STEM areas, on students’ self-efficacy believes concerning learning STEM , on students intentions to pursue scientific careers and on students’ knowledge about engineering related professions. However, despite promising results concerning students’ science motivation and careers more studies are needed to explore its impacts on science learning. Results are ambiguous concerning science learning. In addition, many of the studies focus mainly on informal education contexts and center on the immediate effects on students’ interest and self-efficacy, but not in the continued effect of this type of experience. In fact, can a single STEM experience modify students’ attitudes and interest in relation to sciences? Are these lasting changes? Our study aims to address some of these issues, by developing a specific STEM program involving four higher education institutions and science teachers, and assessing its impact on students learning, motivation to learn science and interest with STEM careers.

PTDC/CED-EDG/31480/2017

Área Metropolitana de Lisboa e Norte

Proponente – Instituto de Educação da Universidade de Lisboa
Participantes – Instituto Superior Técnico (IST), Associação para a Investigação e Desenvolvimento de Ciências (FCIÊNCIAS.ID) e Faculdade de Ciências da Universidade do Porto (FCUP)

23/03/2018

01/03/2019 a 28/02/2023

239.540,31 Euros

Público nacional/regional: 239.540,31 Euros