The relationship between middle school students’ levels of 21st century learning skills and their interest in STEM career

Abstract

This study aims to examine the relationship between 21st century learning skills of middle school students’ and their interest in career in STEM fields. In the study, single survey, causal-comparative and correlational survey research models are used. The study group of the research consists of 228 students studying at the sixth, seventh and eighth grade in a public middle school. In this research, 21st Century Learning Skills Inventory and STEM Career Interest Survey (STEM-CIS) are used as data collection tools. In the analysis of quantitative data, descriptive statistical techniques, independent samples t-test, one-way variance (ANOVA) analysis, and Pearson moments multiplication correlation coefficient are used. Discoveries of this study point out that 21st century learning skills of middle school students and levels of interest towards career in STEM fields of these students are above the average. According to the gender variable, while there was no significant difference among 21st century learning skills, there was a significant difference in terms of technology among interest in the career in STEM fields. In terms of class level, the significant difference regarding active learning, learning to learn, and problem solving is between sixth and eighth grade students, and it is in favor of the sixth grade students. Among the interest in career in STEM fields, the significant difference regarding science, mathematics, and technology is between sixth and eighth grade students, and it is in favor of the sixth grade students. On the other hand, middle and low-level positive and meaningful relations have been found between the 21st century learning skills of middle school students and their interest in career in STEM fields. Consequently, some suggestions were made in the light of the findings