Effects of teaching approaches on science subject choice toward STEM career orientation of Vietnamese students

This study aims to examine the effects of science teaching approaches such as experiential teaching and learning, teaching the relevance of studying and careers, science application teaching on the science subjects choices and science, technology, engineering, and mathematic (STEM) career aspirations of upper secondary students', and recommendations for science teachers using teaching approaches and methods to promote the effectiveness of STEM-oriented teaching in their lectures. A online survey questionnaire that combined with a direct investigation using contact and interview methods, in which the students measured three teaching approaches, such as 'experiential teaching, ' 'teaching the application of science, ' and 'teaching the relevance of study and career, ' was distributed to 1768 Vietnamese students in 10th grade (aged 16 years) in Hanoi and some northern, central, and southern provinces of Vietnam. Data were collected using a questionnaire and analyzed through correlations and regressions. These findings revealed that teaching the 'applications of science' and 'the relevance of study and career' were measured teaching approaches to associate with a high school students' choice of science subject and their STEM career aspiration, alongside accounting for other teaching approaches. Conversely, the findings showed that the 'experiential teaching' had no association with a students' utility of science, self-efficacy, or the science subject choice. This study's implications offer valuable guidance to science educators in selecting and implementing teaching strategies that boost the impact of STEM education in their classrooms and inspire students to choose science-related paths.