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A Long-Term Impact on Attitudes Towards Science After Five Years of a STEM Intervention

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Towards a Hybrid, Flexible and Socially Engaged Higher Education (ICL 2023)

Part of the book series: Lecture Notes in Networks and Systems ((LNNS,volume 900))

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Abstract

There is a longstanding research discussion on how important the introduction of science and modern Physics is, as early as in primary school, and how crucial this is for attitudes toward science. Early experiences affect later decisions in high school subjects and life, concerning professional pathways. At the same time, there is a global concern about students’ low expectations that prevent them from STEM careers. PISA reports keep underlining the importance of science and confirming that teenage students lack the motivation and confidence to choose a science-related future. In 2017, a study of a STEM teaching intervention in a Greek upper primary school (K-6) was conducted. In 2022, the teenage participants of that study (aged 17) were invited to attend a focus group discussion to evaluate the impact that the experience had on their school or professional aspirations, five years after the initial intervention. The outcomes of the discussion indicate a very positive impression and memory of it and also revealed other issues of middle school science lessons and attitudes towards science.

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Notes

  1. 1.

    Exploring CERN.

  2. 2.

    Big Bang.

  3. 3.

    Solar system on a subscale.

  4. 4.

    Kahoot quizzes.

  5. 5.

    CERN map.

  6. 6.

    Scratch-air matters.

  7. 7.

    Scratch-particles Zoo.

  8. 8.

    Thinglink-Prezi-scientists.

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Acknowledgment

This paper was supported by the Special Account of Research Grants at Harokopion University of Athens. The authors are grateful to the “Playing with Protons” team of 2nd and 6th Primary schools of Artemis, Attica, Greece, and especially Kassiani Katsiouli (principal of 2nd PS) Fani Karaoli (IT teacher), Ariadne Sotiriadou, Angela Florou, Fenia Felekou (class teachers), Callirrhoe Tsolakou (music teacher), the students and their parents.

The authors are solely responsible for any remaining errors or omissions.

Author information

Authors and Affiliations

  1. Harokopio University, Athens, Greece

    Elena Elliniadou & Chryssa Sofianopoulou

Authors
  1. Elena Elliniadou
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  2. Chryssa Sofianopoulou
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Corresponding author

Correspondence to Elena Elliniadou .

Editor information

Editors and Affiliations

  1. CTI Global, Frankfurt, Germany

    Michael E. Auer

  2. UTN – FRBA, Mozart, Argentina

    Uriel R. Cukierman

  3. DISA, Technical University of Valencia, Valencia, Spain

    Eduardo Vendrell Vidal

  4. UPM, ETSII, Madrid, Spain

    Edmundo Tovar Caro

Appendix Focus Group Questionnaire

Appendix Focus Group Questionnaire

Focus Group Questions.

In the 2016–2017 school year, in the sixth grade, we implemented a Modern Physics program, “Playing with Protons”.

  1. 1.

    What do you remember from this program?

  2. 2.

    How do you feel about it now?

  3. 3.

    Are there any details of the program that impressed you the most? Describe a memory, scene that you remember. How do you feel?

  4. 4.

    What was the most positive memory from those actions? What feelings/impressions do you have today?

  5. 5.

    Do you remember concepts, actions, the Physics textbook, and workshops you did and really liked? Which one do you like the most?

  6. 6.

    Did you enjoy doing out of textbook science-related activities at school?

  7. 7.

    What value did it have for you to learn about CERN, scientists, the solar system, the Big Bang, the Atom, dark matter, about the creation of the Universe, at that age? Did you gain knowledge that helped you later in school?

  8. 8.

    Did you like Physics class until then? Was it your favorite class?

  9. 9.

    Do you still like Physics? What has changed so far?

  10. 10.

    Did you enjoy making presentations in digital environments? Do you remember elements of the program that you found useful later?

  11. 11.

    When you think of Physics and Science at school what comes to mind? How would you describe your motivations for Physics and your motivations for learning/reading Physics?

  12. 12.

    Did your participation in the program make you see Physics and science in general differently?

  13. 13.

    Having this experience in your elementary school years, did it affect your attitude toward middle school/high school science courses and perhaps your choice of related work in the future?

  14. 14.

    Are you more interested in science news after the program? Do you enjoy reading school books about science? Extracurricular? News? Newspapers, magazines, shows, and documentaries on TV?

  15. 15.

    Would you be interested in a career involving science?

  16. 16.

    Looking back on the program you implemented with your teachers, how would you describe it today in a few words?

  17. 17.

    We’re winding down, does anyone want to add one last thing? Did we forget something?

Thank you for your presence and participation.

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Elliniadou, E., Sofianopoulou, C. (2024). A Long-Term Impact on Attitudes Towards Science After Five Years of a STEM Intervention. In: Auer, M.E., Cukierman, U.R., Vendrell Vidal, E., Tovar Caro, E. (eds) Towards a Hybrid, Flexible and Socially Engaged Higher Education. ICL 2023. Lecture Notes in Networks and Systems, vol 900. Springer, Cham. https://doi.org/10.1007/978-3-031-52667-1_23

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