A Multidimensional Scaling Analysis of Students’ Attitudes about Science Careers

Masnick, Amy M.; Valenti, S. Stavros; Cox, Brian D.; Osman, Christopher J.

doi:10.1080/09500690902759053

Cited by 85 publications

(57 citation statements)

References 24 publications

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“…However, this would not automatically change the students' ideas about working life skills. Students pointed out that at least some phases of a complex problem-solving process are necessary in science-related careers which align with the study by Masnick et al (2010) finding that students link creativity and innovation with few 'careers in science'.…”

Section: Discussionmentioning

confidence: 67%

“…The reasons for this can be found in the lack of knowledge, and negative attitudes and perceptions about science and scientific careers (Archer, DeWitt, & Dillon, 2014). These conceptions about scientific careers seem to be stable at least through several years of adolescence, and students have a strong perception that scientific careers are not particularly creative and do not involve much interaction with others (Masnick, Stavros Valenti, Cox, & Osman, 2010).…”

Section: Introductionmentioning

confidence: 99%

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Secondary school students’ perceptions of working life skills in science-related careers

Salonen

Hartikainen-Ahia

Hense

et al. 2017

International Journal of Science Education

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School students demonstrate a lack of interest in choosing science studies and science-related careers. To better understand the underlying reasons, this study aims to examine secondary school students' perceptions of working life skills and how these perceptions relate to the skills of the twenty-first century. The participants in this study were 144 Finnish 7th graders (aged 13-14 years). Using a questionnaire and qualitative content analysis, we examined their perceptions of working life skills in 'careers in science' and 'careers with science'. Results reveal that although students have a great deal of knowledge about working life skills, it is often just stereotyped. Sector-specific knowledge and skills were highlighted in particular but skills related to society, organisation, time and higher order thinking, were often omitted. Results also indicate that students do not associate 'careers in science' with creativity, innovation, collaboration or technology and ICT skills. Conversely, according to the students, these careers demand more sector-specific knowledge and responsibility than 'careers with science'. We conclude that students need more wide-ranging information about scientific careers and the competencies demanded; such information can be acquired by e.g. interacting with professionals and their real working life problems. ARTICLE HISTORY

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Section: Discussionmentioning

confidence: 67%

Section: Introductionmentioning

confidence: 99%

Secondary school students’ perceptions of working life skills in science-related careers

Salonen

Hartikainen-Ahia

Hense

et al. 2017

International Journal of Science Education

View full text Add to dashboard Cite

show abstract

“…The majority of students believed that classroom teaching is the major employment opened to chemistry graduates. Masnick et al (2010) argued that students mainly preferred their perceptions of science for their career decisions [23]. The students considered scientific professions to be less creative and less people oriented than other popular careers.…”

Section: International Journal Of Information and Educationmentioning

confidence: 99%

“…A small number of students show agreement for choosing STEM (Science, Technology, Engineering and Mathematics) careers due to their intrinsic interest [22], [13]. Students perceive scientific profession as less creative and less people-oriented than other popular fields [14], [23]. Students consider science as useful field for the society but do not consider it useful for future career [21], [24], [25].…”

Section: Introductionmentioning

confidence: 99%

Exploring the Factors Responsible for Declining Students’ Interest in Chemistry

Akram¹,

Ijaz²,

Ikram³

2017

IJIET

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Abstract-The present study aimed to explore the factors responsible for declining students' interest towards chemistry. In this casual comparative study, the researchers collected data, through a questionnaire, from 600 science students of different secondary schools of government, semi-government, and private sectors of Lahore, Pakistan. The data analysis included mean, standard deviation (SD), percentages, correlation, t-test, and ANOVA. The results showed that students had less interest in chemistry, and the problem is more pronounced in 10 th grade students. The most prominent area of students' interest was chemistry experiments. The students in public schools were more interested in chemistry courses as compared to their peers enrolled in private schools. Moreover, the researchers found that older students were less interested in chemistry courses as compared to younger students. Among major factors, Personal Traits and Choices showed distinct role in developing students' interest towards chemistry, while Professional Scope and Role of Teacher declined students' interest. However, awareness and interest about The Professional Scope of Chemistry courses may be developed through seminars and career counselling. Also, teachers should have trainings in teaching chemistry courses to develop students' interest.Index Terms-Declining interest in chemistry, personal traits and choices, professional scope, role of teacher.

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“…Students' choices appeared to be mainly influenced by initial science literacy and school interventions [18], gender and culture [118], family background, self-esteem [58], previous achievements [157] and hobbies or life experiences (especially for technology [9]), but also by the negative perceptions, as Christidou had already suggested (2011, p. 144), that they held of S&T careers. Indeed, these careers were seen as dimly creative (except maybe technology [182]), and not people oriented [131].…”

Section: Sandt Careersmentioning

confidence: 99%

Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research

Potvin

Hasni

2014

Studies in Science Education

540

360

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The relationship that exists between students and science and technology (S&T) is a complex and important one. If it is positive, then social, economic and environmental consequences are to be expected. Yet, many problems of interest/ motivation/attitude (I/M/A) towards S&T have been recorded. A lot of research has been conducted on this topic and a certain number of syntheses have been proposed, but very few of them have followed sufficiently systematic procedures. In this article, we offer a synthetic and systematic description of 228 research articles that were published between 2000 and 2012 and indexed in the ERIC database under I/M/A for S&T at K-12 levels. We focus on the origin of these articles, on the constructs they use and define, on the instruments, and finally on the results they provide, whether correlative or causal. Conclusions and recommendations for future research and interventions are formulated.Keywords: science education; technology education; literature review; interest; motivation; attitude; K-12 Introduction A worldwide concernThe connection that exists between students and science and technology (hereafter designated as 'S&T') through the use of such concepts as 'interest', 'motivation' or 'attitude' (hereafter designated as 'interest/motivation/attitude', 'I/M/A') is an important current and ongoing preoccupation and has been a major concern for researchers and educational systems around the world for a very long time (Osborne, Simon, & Collins, 2003). Although students' I/M/A toward S&T is sometimes judged to be generally positive (Awan, Sarwar, Naz, & Noreen, 2011) -though not without some considerable international differences (p. 43), boy/girl differences and subject-related differences (Schreiner & Sjoberg, 2004) -the idea that interest in S&T is declining has now been widely accepted. According to the Organisation for Economic Co-operation and Development (OECD) (2006, 2008), S&T professions are less attractive and the share of S&T students in higher education has been decreasing considerably. In 2003, Osborne et al. wrote: 'In […] the past decade, the problem has become even more acute ' (2003, p. 1050 This is an Open Access article. Non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly attributed, cited, and is not altered, transformed, or built upon in any way, is permitted. The moral rights of the named author(s) have been asserted. , 2014 Vol. 50, No. 1, 85-129, http://dx.doi.org/10.1080/03057267.2014 interest-evaluating items (8) in its international testing initiative (Krapp & Prenzel, 2011). Studies in Science EducationStudents and school science & technology: a relationship under tension and a need for research-based synthetic knowledge According to Krapp and Prenzel (2011), besides developmental or identity-based approaches, it is possible to tackle the problem of interest in S&T by supposing that its development depends 'on the quality and type of instruction ' (p. 35) that is given to students in schools. But ...

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A Multidimensional Scaling Analysis of Students’ Attitudes about Science Careers

Cited by 85 publications

References 24 publications

Secondary school students’ perceptions of working life skills in science-related careers

Secondary school students’ perceptions of working life skills in science-related careers

Exploring the Factors Responsible for Declining Students’ Interest in Chemistry

Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research

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