Integration of Trades-Based STEM Education in Canadian K-12 Schools
DOI:
https://doi.org/10.53103/cjess.v5i3.342Keywords:
STEM Curriculum, Vocational Education, PerceptionAbstract
Demand for skilled trades occupations in Alberta has steadily increased, coinciding with a decade-high youth unemployment rate. Addressing this challenge, this study evaluates the effectiveness of trades-based STEM kits in enhancing Canadian K-12 students’ retention of STEM knowledge and fostering interest in skilled trades careers. By addressing a gap in practical, hands-on learning opportunities, the research explores whether participation in STEM kit activities improves students' understanding of STEM concepts and influences their career aspirations. Surveys were administered to students from kindergarten to grade six, in two formats: Group or Individual. Results indicating significant STEM concept retention and a majority of students expressing enjoyment and willingness to engage in similar activities in the future. The initiative was also found to be statistically significant in affecting career aspirations. Thematic analysis of feedback highlighted the benefits of interactive, practical learning while also identifying logistical challenges. These findings suggest that trades-based STEM kits are a valuable educational tool that not only support STEM learning outcomes but also encourage youth to consider careers in the skilled trades.
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