Exploring Students' Science-Related Career Awareness Changes through Concept Maps

Autor/inn/en	Kotkas, Tormi; Holbrook, Jack; Rannikmäe, Miia
Titel	Exploring Students' Science-Related Career Awareness Changes through Concept Maps
Quelle	In: Education Sciences, 11 (2021), Artikel 157 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kotkas, Tormi) ORCID (Holbrook, Jack)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Concept Mapping; Middle School Students; Early Adolescents; Student Attitudes; Intervention; Longitudinal Studies; Science Careers; Career Awareness; Career Education; Science Education; Program Effectiveness; Job Skills; Gender Differences; Public Schools; Competence; Foreign Countries; Estonia + Suchen Sie Ihr Suchwort? Concept Map; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Karrierebewusstsein; Arbeitslehre; Naturwissenschaftliche Bildung; Produktive Fertigkeit; Geschlechterkonflikt; Public school; Öffentliche Schule; Kompetenz; Ausland; Estland
Abstract	The current article addressed middle school (13-15 years old) students' science-related career awareness (SCA) and aimed to determine the effects of a longitudinal intervention, which focused on integrating career education into science teaching, using a pre- and post-test design. During the intervention, five teaching/learning modules (TLMs) were implemented in science lessons that enabled students to experience being (1) an electrical engineer, (2) a food technologist, (3) a forensic scientist or a civil engineer, (4) a team member of oil catastrophe simulation clean-up team, and (5) a customs' officer. Concept mapping was used to determine the changes in students' SCA. The suitability of this technique was validated through semi-structured focus group interviews. It was found that concept mapping enabled detection of progression in the intervention students' SCA among both boys and girls. The interviews provided valuable input on how students interpreted science-related occupations and relevant competences, when constructing their concept maps. An implication from this study was that SCA supportive teaching and learning modules or other similar teaching methods needed to be an inherent part of science teaching to support students making well informed decisions, either towards or away from science-related careers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01