What Young Adolescents Think about Engineering: Immediate and Longer Lasting Impressions of a Video Intervention

Autor/inn/en	Jennings, Sybillyn; McIntyre, Julie Guay; Butler, Sarah E.
Titel	What Young Adolescents Think about Engineering: Immediate and Longer Lasting Impressions of a Video Intervention
Quelle	In: Journal of Career Development, 42 (2015) 1, S.3-18 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-8453
DOI	10.1177/0894845314555124
Schlagwörter	Early Adolescents; Engineering; Engineering Education; Intervention; Video Technology; Gender Differences; Cohort Analysis; Science Interests; Student Interests; Student Attitudes; Vocational Interests; Qualitative Research; Statistical Analysis; Stereotypes; Control Groups; Experimental Groups; Questionnaires; Elementary School Students; Attitude Change; Instructional Films; Program Effectiveness; Middle School Students; Grade 5; Grade 8 + Suchen Sie Ihr Suchwort? Maschinenbau; Ingenieurausbildung; Geschlechterkonflikt; Kohortenanalyse; Studieninteresse; Schülerverhalten; Berufsinteresse; Qualitative Forschung; Statistische Analyse; Klischee; Fragebogen; Attitudinal change; Einstellungsänderung; Lehrfilm; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 05; 5. Schuljahr; Schuljahr 05; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	To explore young adolescents' interest in engineering as a future career, we examined the influence of gender and grade level on participants' (N = 197, aged 10-13) views of engineering. One group (107 students) viewed a brief engineering video and wrote why they felt the same or different about engineering following the video. Qualitative analyses revealed that some reported viewing engineering differently and more positively, although most did not want to be an engineer. Girls, more than boys, noted that engineers helped people. Six months after the video intervention, participants completed quantitative measures about engineering. Quantitative analyses comparing responses of participants who had seen the video, with those who had not, revealed that the video dispelled some stereotyped beliefs, but not others, with grade-level and gender effects. The findings highlight the importance of listening to adolescents' views about engineering as a field and as a future career. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01