Survey shows low public interest in science, technology, math, engineering
Last month, the National Science Foundation published a study to test the general public’s thoughts and knowledge of science and technology.
The NSF study found that people are generally uneducated about science, technology, engineering and mathematics, or STEM, and most are not interested in discussing or learning about them. Forty percent of Americans indicated they were interested in news about “new scientific discoveries,” and 36 percent reported regularly discussing scientific issues with friends, family and colleagues.
As part of the study, the Committee on Science and Engineering Indicators assessed Americans’ knowledge by asking them a series of 10 true-or-false questions. The average score in 2012 was 65 percent.
David Feldon, an associate professor in instructional technology and learning sciences and director of the new USU STE2M Center, said having at least a basic understanding of STEM disciplines is much more important than most people realize.
“Understanding of how the natural and man-made worlds work is a fundamental part of general human knowledge along with history, literature, the arts, etc.,” he said. “A well-rounded foundation of knowledge opens many doors for people through conversation, exploration of new ideas and employment opportunities.”
Feldon said STEM is not only part of a well-rounded general education, but it is also becoming increasingly important in all aspects of the workforce.
“As the economy evolves, employment opportunities across the income spectrum have increasingly and will continue to require knowledge and skills related to STEM, from computer programming to advanced manufacturing techniques,” he said.
Amy Wilson, an assistant professor in teacher education and leadership in the Emma Eccles Jones College of Education and Human Services, said the problem may lie in the fact that most people do not see the connection between STEM and real life.
“It’s presented as a series of mathematical equations or formulas and is not connected to normal, everyday experiences,” she said. “I think that’s why it seems really distant.”
Wilson said the language used by STEM teachers and professionals can also be a barrier.
“In English, it’s OK to say ‘I feel’ or to express feelings and emotions,” she said. “In science and engineering textbooks, nobody even uses the word ‘I.’ There is no human there.”
Nicole Martineau, a junior majoring in biology education, said the perceived absence of interpersonal skills in STEM fields can be a turnoff to people who want to help people and make a difference.
“In general, society’s focus on politics and opinions is all fine and dandy, but science is harder because you actually have to look for the right answer and you have to keep trying,” she said. “You can’t just say this is the way I think it is.”
Feldon said stereotypes are another huge issue with how the public views STEM.
“If you ask almost any American child to draw a picture of a scientist, you will see a portrait of a white man in a lab coat who is talking about things inaccessible to anyone who isn’t a genius or likewise wearing a lab coat,” he said. “In reality, there is room in the STEM disciplines for all kinds of people – from different backgrounds, of different genders, introverts, extroverts, geniuses and people who are ordinary hard workers.”
Feldon, Wilson and Martineau, as well as other clubs, organizations and individuals, are attempting to change the way people see STEM.
Martineau said STEM educators are always trying to come up with the best ways to teach students.
“What they are really emphasizing right now is inquiry,” she said. “It’s the idea that you teach students how to approach science.”
Wilson said she is trying to help students see the connection between STEM and the real world and understand how STEM makes a difference in peoples lives.
She is working with a group of Latino high school students who were asked to identify a problem in their community and use engineering to solve it.
“It’s an action-research type of education,” she said. “We are spreading the idea that young people can engage in engineering through what they are doing in the community.”
Though most of their work is focused toward children, Feldon said one of the biggest problems is adults who regularly interact with children such as parents and teachers.
“Most people, teachers included, do not deeply understand the sciences, technology, engineering and mathematics as disciplines which act as lenses through which to ask questions, seek answers and solve problems,” he said.
Martineau said parents have a huge impact on whether or not their children see STEM as important and interesting.
“If parents don’t care about science or don’t think it is important, they aren’t going to sign their kid up for science camp or a science fair,” she said. “That definitely becomes a barrier.”
“To be informed and empowered citizens who are equipped to evaluate information and make informed decisions through their votes, the public must understand both the information presented and the disciplinary lenses through which it is derived,” Feldon said.
–ashlyn.tucker@aggiemail.usu.edu