Do students recognize design features that promote interest in science and engineering?

Unfortunately, most of the world is experiencing a shortage of employees for careers related to science, technology, engineering, and mathematics (STEM). Few students express interest in pursuing these fields, indicating that this shortage has no clear end. Thus, researchers and educators are grappling with ways to increase student interest in STEM fields. One suggestion is to include four critical curricular design features: (1) providing choice or autonomy in learning, (2) promoting personal relevance, (3) presenting appropriately challenging material, and (4) situating the investigations in socially and culturally appropriate contexts. In this mixed-methods study, we explore whether students recognize the incorporation of these curricular design features within a given curriculum and in what ways.