Exploring attitudes towards STEM education: A global analysis of university, middle school, and elementary school perspectives

Abstract

The goal of this study is to examine views regarding STEM education studies pertaining to a variety of disciplines inside an electronic database. In addition, the same keyword was used to search for articles published in the electronic database. 23 studies on STEM education context attitudes were assessed using criteria derived from the associated literature. As a result, Turkey provided the majority of the data, but Jordan, Indonesia, and China each contributed two sets. In research groups, instructors and middle school students mostly participated. University, elementary, and secondary school students participated sequentially. The most notable research explores whether participants' STEM attitudes alter in response to diverse conditions. Next are STEM-related studies. One research focuses on the development of scales. There are two types of STEM attitude factors. The first group consists of attitude-affecting elements. The second one is that factors are associated with attitudes (Personal and academic). Teachers' STEM attitudes were favorable, somewhat positive, and moderately positive. Studies of teachers reveal no gender differences. Also, it is indicated that a negative or no correlation between experience and attitudes. Private school science instructors were more supportive of STEM education than their public-school counterparts. The STEM perspectives of university students were favorable, whereas those of high school students were moderate. University and pre-university perspectives on STEM were not affected by gender. However, some pre-university studies demonstrate gender differences in STEM views. A traineeship or STEM education increased the STEM attitudes of university students. In pre-university STEM programs positively affect attitudes toward STEM