STEM presents a challenge to education at large. The enrollment numbers in higher education STEM tracks are ever-decreasing numbers all around the globe. More so, young people’s interest in and attitudes towards STEM seem to be free falling. Educational interventions that can help boost the attractiveness of STEM are therefore needed, and diverse such interventions are implemented worldwide. We present a longitudinal impact study of a STEM education intervention focusing on the attitudes of pupils towards technology. The intervention involves young students visiting a high-tech truck (Techno Trailer) at their schools. Inside this truck grade 5 and 6 students (average age 11 years) experience diverse interactions with high tech material and exhibits, focusing on how technology can contribute to solving problems in industry and society. 1496 elementary school students aged 10–12 years old (grades 5 and 6) participated in the study. Some of their teachers were prepared for the visit through a preparatory workshop, while others were not. We used the PATT to measure the pupil’s attitudes towards technology. Three separate measurement occasions were included: just before, 3 days after and 3 weeks after the intervention. Differences between the measurement occasions reflect changes in attitudes over time. Overall, the study shows that the intervention rendered technology as less boring, more interesting and more viable as a career option for the pupils. For girls specifically, the intervention contributed to reversing the gender stereotypical view that technology is mainly a topic for boys. For boys we did not observer such an effect. The immediate educational impacts (3 days later) tended to decrease across time but most remained significant (3 weeks later) as compared to the base line. The results of this study show that short-term high-tech STEM education interventions can positively impact on students’ attitudes towards technology. At the same time, they show that such interventions in themselves are not enough and that they need to be part of a wider strategy to boost STEM attractiveness. Furthermore, our results highlight the added value of the preparatory workshop for teachers in terms of generating educational impact on pupils’ attitudes towards technology.

STEM对整个教育提出了挑战。高等教育STEM课程的注册人数在全球范围内都在不断减少。更重要的是，年轻人对STEM的兴趣和态度似乎正在不断下降。因此，需要有助于提高STEM吸引力的教育干预措施，并且在世界范围内实施了各种各样的此类干预措施。我们提出一项STEM教育干预措施的纵向影响研究，重点关注学生对技术的态度。干预措施包括让年轻学生在学校参观一辆高科技卡车（Techno Trailer）。在这辆5年级和6年级卡车学生中（平均年龄11岁），他们会与高科技材料和展览品进行各种互动，重点是技术如何为解决行业和社会问题做出贡献。1496名年龄在10至12岁（5和6年级）的小学生参加了这项研究。他们的一些老师已经通过筹备工作坊为这次访问做好了准备，而另一些则没有。我们使用PATT来衡量学生对技术的态度。包括三个单独的测量时机：干预前，干预后3天和干预后3周。测量场合之间的差异反映了态度随时间的变化。总体而言，研究表明，这种干预使技术变得更无聊，更有趣，更可行，成为学生的职业选择。特别是对于女孩来说，干预措施有助于扭转性别定型观念，即技术主要是男孩的话题。对于男孩，我们没有观察到这样的效果。与基线相比，即时教育影响（3天后）倾向于随时间推移而减少，但大多数影响仍然显着（3周后）。这项研究的结果表明，短期的高科技STEM教育干预措施可以对学生对技术的态度产生积极影响。同时，它们表明，这些干预措施本身还不够，需要成为更广泛的战略的一部分，以提高STEM的吸引力。此外，我们的结果凸显了教师预备班的附加价值，即对学生对技术的态度产生教育影响。这项研究的结果表明，短期的高科技STEM教育干预措施可以对学生对技术的态度产生积极影响。同时，它们表明，这些干预措施本身还不够，需要成为更广泛的战略的一部分，以提高STEM的吸引力。此外，我们的结果凸显了教师预备班的附加价值，即对学生对技术的态度产生教育影响。这项研究的结果表明，短期的高科技STEM教育干预措施可以对学生对技术的态度产生积极影响。同时，它们表明，这些干预措施本身还不够，需要成为更广泛的战略的一部分，以提高STEM的吸引力。此外，我们的结果凸显了教师预备班的附加价值，即对学生对技术的态度产生教育影响。