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dc.contributor.authorPeterson, Bryanneen
dc.date.accessioned2020-08-06T17:58:44Zen
dc.date.available2020-08-06T17:58:44Zen
dc.date.issued2020en
dc.identifier.urihttp://hdl.handle.net/10919/99580en
dc.description.abstractWatson and McMahon’s (2005) work identified a need for research to examine the what and how of children’s career development learning; this research is a start to answering that call, specifically focusing on STEM career interest as a precursor to development due to the current needs nationally for an increase in the STEM pipeline. This study examined the impacts of design-based learning and scientific inquiry curriculum treatments with embedded career content on the career interest of fifth-grade students as compared to traditional classroom methods. Findings show an upward trend in interest with the use of these curriculum treatments, though the change is not significant in most career areas, likely due to the short time period of the unit and/or small n.en
dc.format.extent10 pagesen
dc.format.mimetypeapplication/pdfen
dc.language.isoenen
dc.publisherSpringer Openen
dc.rightsCreative Commons Attribution 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en
dc.subjectSTEM Educationen
dc.subjectElementary Educationen
dc.subjectSchools and Staffing Survey Teacher Questionnaireen
dc.subjectSTEM Credentialsen
dc.subjectProfessional Developmenten
dc.subjectTeacher Learningen
dc.subjectSTEM Education Leadershipen
dc.titleBuilding Stem Career Interest Through Curriculum Treatmentsen
dc.typeArticle - Refereeden
dc.title.serialJournal of STEM Educationen
dc.identifier.volume21en
dc.identifier.issue1en
dc.type.dcmitypeTexten


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Creative Commons Attribution 4.0 International
License: Creative Commons Attribution 4.0 International