Abstract:

The continuing decline in high school students to choose study the science and technology disciplines, in the areas of Science, Technology, Engineering and Mathematics (STEM) requires a research focus on the nature of vocational factors. Lack of vocational concerns on these areas may lies the way these disciplines are teaching in Secondary Education, closely linked to the traditional methodologies, but also in other vocational factors such as parental aspirations.

The paper reports on a project that aims to further research on the influence of teacher methodologies in secondary education. A group of 174 Master Degree students (future Secondary Education teachers) participated in the study, aiming to compare the perceptions of future STEM teachers and non-STEM teachers.

Significant results were obtained between the groups that highlight a difference in attitudes for science and technology disciplines (interesting, funny, help to develop creativity) and on the development of vocational choice (motivating to continuing study on these areas). Among the social vocational factors, there were no significant results on the influence of parents or teachers, students coincide in the importance of career opportunities and level of effort.

Keywords:

STEM education, Vocational factors, teacher training, Secondary Education.