NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1161584
Record Type: Journal
Publication Date: 2017
Pages: 8
Abstractor: As Provided
ISSN: ISSN-2332-3205
Comparison of Science Process Skills with STEM Career Interests of Middle School Students
Zorlu, Fulya; Zorlu, Yusuf
Universal Journal of Educational Research, v5 n12 p2117-2124 2017
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.
Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A