Trends of Stem and Connection of Cognitives for Career Interest
DOI:
https://doi.org/10.37134/esss.vol4.2.3.2023Keywords:
Trends, Connection, STEM Education, Career Interest, CognitivesAbstract
The Malaysian government must prioritise STEM education in schools, especially given recent statistics indicating a very low percentage of student involvement in the STEM field. STEM education is critical to a country's progress and development, so the Malaysia Education Blueprint (2013-2025) was launched to ensure that the country has skilled labour resources in the fields of science, technology, technical, and vocational education. The purpose of this study is to delve into the complicated role of the cognitive factor in STEM education, shedding light on its importance in learning and information processing, as well as its impact on students' academic performance. Despite extensive research into cognitive factors in STEM education, there is still a significant gap in understanding how cognition specifically shapes students' interest in STEM fields and careers, particularly in the Malaysian context. The present research seeks to fill this gap by delving into the nuanced relationship between cognition and STEM interest, presenting a cognitive conceptual framework emphasising the multifaceted nature of cognitive processes influencing STEM career interest. This research will benefit researchers studying STEM education trends and their relationship with cognitive abilities, as well as government agencies involved in STEM empowerment in schools.
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