2021 Volume 45 Issue 2 Pages 155-170
Advanced technologies including AI and robotics in our society demand STEM abilities beyond the traditional distinction between HSS (humanities and social sciences) and STEM. Despite progress in STEM education research, previous studies have not examined the understanding of the relationship between the STEM and HSS disciplines. Therefore, this study used a two-phase mixed research method to understand undergraduate students’ understanding of the relationship between the STEM and HSS disciplines. In Study 1 (Phase 1), 22 undergraduate and graduate students drew a concept map of their understanding of the relationship between STEM and some HSS disciplines. Questionnaire items were developed from qualitative analysis of the concept maps. In Study 2 (Phase 2), 320 undergraduates (online monitors) were surveyed using these items to understand their thinking and examine the influence of four possible determinants quantitatively. The results showed that 1) psychology and economics were perceived to be more strongly associated with STEM fields than literature and law; 2) there were differences in the reasons selected for such associations; and 3) “gender” and “science enjoyment” were related to such understanding, but neither grade nor major were. It is anticipated that this study will encourage future discussions about desired learning outcomes on students’ understanding of the relationship between STEM and HSS disciplines.
