Enhancing Students' Interest in Science and Understandings of STEM Careers: The Role of Career-Based Scenarios

Autor/inn/en	Drymiotou, Irene; Constantinou, Costas P.; Avraamidou, Lucy
Titel	Enhancing Students' Interest in Science and Understandings of STEM Careers: The Role of Career-Based Scenarios
Quelle	In: International Journal of Science Education, 43 (2021) 5, S.717-736 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Drymiotou, Irene) ORCID (Constantinou, Costas P.) ORCID (Avraamidou, Lucy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.1880664
Schlagwörter	Student Interests; STEM Education; Vocational Interests; Careers; Vignettes; Early Adolescents; Student Attitudes; Secondary School Students; Problem Based Learning; Foreign Countries; Program Effectiveness; Grade 8; Grade 9; Science Instruction; Cyprus + Suchen Sie Ihr Suchwort? Studieninteresse; STEM; Berufsinteresse; Career; Karriere; Schülerverhalten; Sekundarschüler; Problem-based learning; Problemorientiertes Lernen; Ausland; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Zypern
Abstract	Theoretically framed within Social Cognitive Career Theory emphasising on the construct of situational interest, this study explores the impact of career-based scenarios, as an instructional approach, on students' interest in science and understandings of STEM careers. This case study involved 16 students aged 13-15 years old, who participated in a classroom intervention consisting of five sessions in a period of two years. Data were collected through a questionnaire and semi-structured interviews administered repeatedly after each session. The questionnaire data were analysed with the use of descriptive statistics and the interview data were analysed through content analysis. The findings illustrate that opportunities for active engagement in scientific practices and interactions with experts were important conditions for career-based scenarios to succeed in enhancing students' situational interest and understandings of STEM careers. These findings hold important implications for educational practice as they offer insights into career-oriented curriculum design for the purpose of enhancing student interest in science as well as understandings of STEM careers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01