My science class and expected career choices—a structural equation model of determinants involving Abu Dhabi high school students

Abstract

Background: This study is about Abu Dhabi high school students' interest in science in different contexts. The survey was conducted in connection with the international project, the Relevance of Science Education (ROSE). The sample consists of 5650 students in public and private schools. A structural equation model (SEM) is developed to capture the links between the various constructs. The model hypothesize that students' future job expectations have several significant determinants or constructs related to their interest in science, out-of-school experiences, attitude toward science, opinion about science class, and opinion about environmental challenges. Exploratory factor analysis of each of the original ROSE dimensions provided the factors and constructs for the SEM. Summated scores of factors are used for the SEM analysis. Results: Constructs with the highest total effect are "my science class," "my attitude toward science," and "my interest in science." Both "my out-of-school experiences" and "my opinion of environmental challenges" have low direct effects. In this study, descriptive statistics of items are presented, and the implications for curriculum development, teacher professional development programs, and other education strategies in Abu Dhabi are discussed.

Perceptions of the Social Relevance of Science: Exploring the Implications for Gendered Patterns in Expectations of Majoring in STEM Fields

“…Classical theorists like Piaget as well as Dewey [18], called early attention to the importance of science classrooms that made explicit connections between the curriculum and the real world, recognizing the need for instruction that emphasized the broad application and power of science to transform human life. In more recent years, educational researchers have again called attention to this issue, arguing that 'school science' too often treats science fields as varied collections of abstract historical discoveries and intangible phenomenon, asking students to memorize decontextualized facts and concepts that result in their becoming bored and disinterested [31,32]. Current educational reforms are working to change this [20] and although limited in scope, there is empirical evidence that students who view science as socially relevant are more likely to remain engaged with the content and express interest in continuing to study science [19,31,[33][34][35], and that curriculum that directly emphasizes the broad applications and benefits of science for human life can indeed be effective in promoting all students' positive views [36].…”

STEAM Education Based On Local Wisdom Of Coffee Plantation In Jember To Improve The Competitiveness at 21st Century

“…Student motivation and involvement can improve student learning outcomes (Saeed & Zyngier, 2012) and achieve learning objectives (Rehman & Haider, 2013). The learning objectives are now starting to be associated with the career they would like (Badri et al, 2016). One of the most important aspects and needs in the 21st century than the ability of STEM is an element of creativity.…”

High School Students’ Perceptions about Biology, Related Influence of Factors and Players

“…When comparing perceptions between female and male students (Table IV) only in Nuevo Leon about the value of biology to their professional futures, statistically significant differences are also found (T-test, p=0.037), which implies that only hypothesis H0C1 is rejected. Studies from Abu Dhabi [4] and Japan [7] report gender differences "especially the popularity of biology among females," [7, p. 427]. On one hand, this may be explained because of outside-of-school activities.…”

“…Previous research concerning the expected science career choices of teenage students in light of future job forecasts have shown connectedness to a mixture of aspects, such as their interests, experiences outside school, attitudes and opinions towards science and science school courses, and opinions about present world environmental challenges [4]. These are considerations associated not only with school-related matters but also with a holistic and diverse understanding of the students' human development.…”