Wyss, V., Heulskamp, D., & Siebert, C. (2012). Increasing middle school student interest in STEM careers with videos of scientists. International Journal of Environmental & Science Education, 7(4), 501-522. Retrieved from http://www.ijese.com
This quantitative study investigates using interview videos of STEM professionals to pique the interest of students in pursuing STEM careers. It shows evidence for implementing video interviews as a way to interest middle school students in these careers, (Wyss, Heulskamp, & Siebert, 2012). Research has shown that students are making decisions about their careers as early as middle school but exposure to the career opportunities in STEM may limit their decision making or lack of accurate information, (Wyss, Heulskamp, & Siebert, 2012). Students may not have a clear perception of what science has to offer them or what scientists actually do.
This study included showing 4 interview videos to students initially and then another 4 after a mid-test. Scores mid-test and post-test were compared and results showed an increase in scores after the first four videos but not a significant difference in scores after the second four videos. The study showed that offering students accurate information about STEM careers via video interview with STEM professionals is related to students’ interest in pursuing STEM careers. It was noted that the lack of improvement in the post scores could be due to other factors which influence a student’s consideration. Interest development theory indicates that changes in interests are gradual so more improvement may happen later if this study were longitudinal and continued videos were provided, (Wyss, Heulskamp, & Siebert, 2012).
This study is useful for those interested in piquing student interest as well as motivation toward learning using video interviews. Although the study focuses on STEM career video interview, video interviews of multiple sorts could be considered as an addition to course material to encourage discussion, engagement, and motivation. Videos could also be aligned with course curriculum so that interviewees were experts in the field of study being discussed in the classroom.
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