Attitudinal Impediments to Geology Major Recruitment among Ninth Graders at a STEM High School

Autor/inn/en	Lyon, Eva; Freeman, Rebecca L.; Bathon, Justin; Fryar, Alan; McGlue, Michael; Erhardt, Andrea M.; Rosen, Ashley; Sampson, Shannon; Nelson, Andrew; Parsons, Joshua
Titel	Attitudinal Impediments to Geology Major Recruitment among Ninth Graders at a STEM High School
Quelle	In: Journal of Geoscience Education, 68 (2020) 3, S.237-253 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1089-9995
DOI	10.1080/10899995.2019.1700593
Schlagwörter	Geology; College School Cooperation; High Schools; STEM Education; Active Learning; Student Projects; Science Instruction; Student Attitudes; Earth Science; High School Students; Majors (Students); Higher Education; Student Interests; Grade 9; Conservation (Environment); Kentucky + Suchen Sie Ihr Suchwort? Historische Geologie; High school; Oberschule; STEM; Aktives Lernen; Schulprojekt; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülerverhalten; Earth sciences; Geowissenschaften; High schools; Student; Students; Schüler; Schülerin; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Studieninteresse; School year 09; 9. Schuljahr; Schuljahr 09; Conservation; Environment; Konservierung; Bewahung; Umwelt
Abstract	A university geology department partnered with a STEM-focused high school to introduce project-based learning-centered geoscience content at the ninth-grade level. We hypothesized that these students, already interested in science, would be a natural recruitment pool into geoscience. Because they are enrolled by lottery, their demographics match those of the community, potentially enhancing the recruitment of underrepresented minorities. We administered a survey of students' attitudes and experiences before and after a semester of geoscience content intervention. We found that two barriers often cited as hindrances to recruitment in geosciences--family/friend opinions and interest in outdoor activity--were not an issue for our students. Students also reported previous exposure to both geoscience and environmental science content, which is significant because they cited interests developed before high school as key influences on college major choice. Although many had not decided on a major, they appear disinclined to view geology as a possibility. Despite their interest in geoscience and "environmentally friendly" careers, fewer students reported a desire to learn more about geoscience after the course than before, and they tended to consider geology as a low-prestige, relatively low-paying career option, perhaps suggesting a failure of the curriculum intervention as a means of recruitment. Our findings also suggest that primary and middle school exposure to geoscience may not adequately convey career possibilities to students. As more geoscience content is integrated at lower grade levels through the Next Generation Science Standards, we should examine how this material is being taught, particularly in promotion of environmental stewardship. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01