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The sample includes sixty students from 4th to 8th grades. Engineering activities run over eight weekend days outside school with engineers and science educators. 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Sixty disadvantaged students between 4th grade to 8th grades comprised the sample group. Engineering activities were held over 8 weekend days outside of school with engineers and science educators. The study was a single group pre-test and post-test weak experimental design using qualitative data sources. Draw an Engineer Test (DAET) along with written descriptions were used as a pre-test and post-test to examine students’ perceptions of engineers and engineering before and after the intervention and the career choice test (CCT) was used to compare their future career choices and awareness of engineering branches. Based on the results, their perceptions about engineering changed by using the words design, produce, invention, and production, which were included in EDP. Their career choice of being an engineer or learning engineering branches changed with the aim of improving their standard of living.  \nKeywords: Engineering education, STEM, Engineering Design Process, Disadvantaged students  \nDOI: 10.29329/epasr.2024.655 .3  \nSubmitted:27 November 2023 Accepted: 11 February 2024 Published: 31 March 2024  \n1Associate Professor, Education Faculty, Çanakkale Onsekiz Mart University, Çanakkale, Turkey, ORCID: 0000-0001-6112- 5243  \nCorrespondence: [ganime31@gmail.com](ganime31@gmail.com)  \n2 Associate Professor, Education Faculty, Trakya University, Edirne, Turkey, ORCID: 0000-0001-9730-8607 [Email: mehparesaka@gmail.com](Email: mehparesaka@gmail.com),  \n3 Professor, Education Faculty, Middle East Technical University, Ankara, Turkey, ORCID: 0000-0002-1014-7650 Email: [jaleus@metu.edu.tr](jaleus@metu.edu.tr)  \nIntroduction  \nThere is a worldwide requirement for graduate students with 21st-century skills and enriched scientific knowledge because of the changing global need for innovation. Many countries added STEM education programs to formal education and informal education under the guidance of the National Science Board (2010) and the National Research Council [NRC](2012). The next generation of science standards ([NGSS], 2013) includes the goal of science within the framework of K-12 education as“ensuring that by the end of 12th grade, all students will have some appreciation of the beauty and wonder of science, possess sufficient knowledge of science and engineering to engage in public discussions on related issues, be careful consumers of scientific and technological information related to their everyday lives, be able to continue to learn about science outside school, and will have the skills to enter careers of their choice, including (but not limited to) careers in science, engineering, and technology”(p. 14) . The NCR noted the sustainability of STEM education from pre-school to the end of university, but there are some restrictions on STEM applications for all students in a society, for instance, families, schools, and teachers. The social status of the family is the most important factor in the success of students and their choice of career (Bourdeu, 1990) . Weininger and Lareau (2003) stated that other than the social background of students, the education system also sets up individuals in different classes. Xie, Fang, and Shauman (2015) asserted that learning science requires education, and science offers the opportunity to attain a high-status occupation with relatively high income and social prestige. They emphasized that STEM education is required for science or engineering employment and sugg","cbCaiqLRv8AwLWpc","https://ap.wps.com/l/cbCaiqLRv8AwLWpc","pdf",339742,25,"English","# Abstract\n# Introduction","[{\"question\":\"What learning model and activity approach does the study use?\",\"answer\":\"The study uses Engineering Design Process activities with the 5E learning model.\"},{\"question\":\"Who participated in the research and how many students were included?\",\"answer\":\"Sixty disadvantaged students from 4th to 8th grades participated in the sample group.\"},{\"question\":\"Which assessment tools were used to evaluate students’ perceptions and career choices?\",\"answer\":\"Students completed the Draw an Engineer Test (DAET) with written descriptions for pre-test and post-test perceptions, and a Career Choice Test (CCT) for future career choices and awareness of engineering branches.\"}]","STEM-Engineering Education with a Disadvantaged Student Group - Research | PDF",1792095835,63]