Abstract
Internationally, there is an under-supply of intellectual capital to provide for Science, Technology, Engineering and Mathematics (STEM)¬related careers. One contributing factor is the low number of female students selecting STEM school subjects and careers. Despite the literature recommending students engage in STEM activities earlier, many initiatives are not implemented until high school.
The Make, Integrate, Explore (MIE) School project provides Year 4, 5 and 6 primary school students with four 90-minute lessons delivered in school. The lessons' inquiry-based, hands-on activities require students to utilise knowledge, understanding and skills in science, technology, and mathematics to problem-solve and design solutions for real-life problems.
Our longitudinal study aims to explore whether early positive exposure to STEM and more knowledge of STEM-related education and professions among students have positive effects in the long term, especially for girls in STEM education.