Physics first and student STEM career interest : a mixed-methods study.

• Online Access: http://hdl.handle.net/2047/D20412684

Society is increasingly dependent on science and technology. STEM careers are growing at rates faster than the general economy. STEM careers require individuals with advanced training in science, technology, engineering, and mathematics (STEM). The study of physics is a gatekeeper on the path to these challenging and rewarding STEM careers. One approach being explored to improve student abilities in STEM is Physics First, where physics is the first science class taught to ninth-grade high school students. This study used a mixed-methods design combining the STEM-Career Interest Survey (STEM-CIS) with researcher generated open-ended questions to try to determine if there is a change in student STEM career interest after having taken a Physics First class. The study was conducted at a fringe-rural high school in central Massachusetts that has recently implemented a Physics First curriculum. The study did not reveal a change in student STEM career interest after having taken a physics class in ninth grade. The study confirmed prior literature regarding STEM career interest and gender and race/ethnicity. The study elucidated novel findings regarding student STEM career interest and the level of course completed and the type of course (introductory physics or physics with engineering applications). The study also offers additional construct validity to the STEM-CIS by demonstrating a positive relationship between student self-reported interest in STEM careers and total STEM career interest score.--Author's abstract