The effects of specialist co-teaching STEM intervention on primary students’ attitudes, perceptions, behaviors, and career aspiration: A mixed-methods study in China

Abstract

STEM education, essential for imparting problem-solving skills, is increasingly emphasized in primary schools worldwide. However, the efficacy of specialist co-teaching STEM interventions at this level is less explored than in higher education. This study evaluates the impact of a specialist co-teaching STEM intervention on primary students’ attitudes, perceptions, behaviors, and STEM-related career aspiration. The intervention, rooted in the Theory of Planned Behavior (TPB), introduces students to notable STEM professions. The pilot study was conducted for survey validation and involved 203 targeted primary students. Of these,
40 underwent a one-month intervention after obtaining parental consent. A mixed-methods approach was adopted, introducing hands-on tasks associated with two STEM professions: airplane piloting and bridge engineering. The study employed pre and post quasi-experiment surveys and video-recorded class observations to gauge changes in students’ attitudes, perceptions, and career aspiration, and to capture learning behaviors during the intervention. The study revealed enhanced attitudes, perceptions, and STEM career aspiration among students after the intervention. Observations emphasized the interactive nature of the intervention, underscoring its effectiveness in enriching students’ STEM learning experiences and fostering positive STEM career aspiration.