Literaturnachweis - Detailanzeige
| Autor/inn/en | Makkonen, Taina; Lavonen, Jari; Tirri, Kirsi |
|---|---|
| Titel | Actualizing Talent in Physics: A Qualitative Study of Gifted Finnish Upper-Secondary-School Physics Students |
| Quelle | In: Journal for the Education of the Gifted, 46 (2023) 1, S.3-33 (31 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Makkonen, Taina) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-3532 |
| Schlagwörter | Foreign Countries; Secondary School Students; Physics; Career Choice; Student Attitudes; Talent; Gender Differences; Access to Information; Academically Gifted; STEM Education; Student Characteristics; Information Sources; Finland |
| Abstract | This qualitative study used in-depth interviews to investigate how gifted Finnish upper-secondary-school physics students (N = 24) actualize their physics talent in their career choices. The data were analyzed using inductive content analysis. Half of the students had their primary career choice in natural sciences and engineering (NS&E). The study further identified students' perspectives related to their career decision-making, including the reasons for their career choices, perceived quantity and quality of career information in physics and related domains, and the sources of such information. Moreover, students' perspectives on the different ways of actualizing physics talent were explored. The analysis revealed gender differences in students' career choices as well as a strong overall need for more career information in physics-related fields. The findings can be used by policymakers, school counselors, and teachers to identify the factors that contribute to the career decision-making processes of gifted physics-oriented students. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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