This study aims to explore the impact of STEM-based teaching on students' 21st-century skills and attitudes towards STEM, and career interests in STEM fields. The research employed an experimental design with a one-group pretest-posttest approach, involving 34 students enrolled in the 4th grade of a primary school. To evaluate the outcomes, several assessment tools were used: the Multidimensional 21st-Century Skills Scale, the STEM Attitude Scale, and the Science, Technology, Engineering, and Mathematics Career Interest Survey (STEM-CIS). The study was conducted over a period of 7 weeks, during which STEM activities were implemented and assessments were carried out. The collected data were analyzed using paired sample t-tests and repeated measures ANOVA to identify any significant changes between the pretest and posttest scores. The results of the study indicated a significant improvement in the students' 21st-century skills, attitudes towards STEM, and interest in STEM careers following the intervention. Specifically, the posttest scores showed that students exhibited higher levels of career awareness compared to other skill areas such as critical thinking and problem-solving, entrepreneurship and innovation, as well as social responsibility and leadership. Moreover, the findings highlighted that students' information and technology literacy skills were more developed compared to their social responsibility and leadership skills. These results suggest that STEM-based teaching is effective in enhancing students' skills and attitudes, thereby increasing their interest in pursuing careers in STEM fields. The study underscores the potential of STEM education in preparing students for future careers by developing crucial skills and fostering positive attitudes towards STEM disciplines.
Caliskan et al. (Wed,) studied this question.