{"id":332749,"date":"2016-12-07T03:00:00","date_gmt":"2016-12-07T00:00:00","guid":{"rendered":"http:\/\/www.fyysika.ee\/?guid=87aa6fc65c85cf47170e0e75357f736b"},"modified":"2016-12-07T03:00:00","modified_gmt":"2016-12-07T00:00:00","slug":"interactive-physics-apparatus-influence-on-interest-of-secondary-school-students-in-pursuing-acareer-path-in-science-technology-engineering-and-mathematics-stem","status":"publish","type":"post","link":"https:\/\/www.fyysika.ee\/?p=332749","title":{"rendered":"Interactive physics apparatus: influence on interest of secondary school students in pursuing a\r\ncareer path in science, technology, engineering and mathematics (STEM)"},"content":{"rendered":"<p>In this article, we present results of our endeavours as physics educators to facilitate and support<br \/>\npedagogical change and development in the educational system of a developing country, the<br \/>\nPhilippines. We have discovered that the interaction of junior high school (years 7\u201310) students<br \/>\nwith physics apparatus can influence students\u2019 interest in pursuing a career in science, technology,<br \/>\nengineering and mathematics (STEM). This assertion stems from self-reports of students who gave<br \/>\ntheir views immediately after their exposure to interactive apparatus in their own school, outside<br \/>\nof their usual lessons. Participants claimed that their interest in following a STEM career path was<br \/>\n\u2018greatly increased\u2019 due to their exposure to these apparatus. This was true even for students who<br \/>\nwere intending to take a non-STEM career path. Thus, we recommend that, in settings that have<br \/>\nconstraints involving access to practical equipment, ways to introduce school level interactive<br \/>\nphysics apparatus to&#8230;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>In this article, we present results of our endeavours as physics educators to facilitate and support<br \/>\npedagogical change and development in the educational system of a developing country, the<br \/>\nPhilippines. We have discovered that the interaction of jun&#8230;<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","footnotes":""},"categories":[178],"tags":[],"class_list":{"0":"post-332749","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-rss-fuusikaharidus","7":"entry"},"_links":{"self":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts\/332749","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=332749"}],"version-history":[{"count":0,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts\/332749\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=332749"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=332749"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=332749"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}