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

Abstract

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

Career-related instruction promoting students’ career awareness and interest towards science learning

“…Furthermore, moderate prior knowledge, potential to learn more and gaining new information together seems to increase interest (Kintsch, 1980;Tobias, 1994;Schraw & Lehman, 2001). In the case of careers, students need more detailed information about science-related careers; to relate their prior knowledge, skills and interests (Salonen et al, 2017). However, Ainley and Ainley (2011a) found that the level of knowledge students have or acquire is not particularly effecting their enjoyment of science.…”

“…Science education should also focus on the low visibility of many science occupations in everyday life; low visibility may lead to misunderstanding and false expectations of those occupations (Schütte & Köller, 2015). Students' perceptions of the needed working life skills in science-related careers have indeed been found to be stereotyped (Salonen, Hartikainen-Ahia, Hense, Scheersoi & Keinonen 2017). Therefore, students need accurate information about science, technology, engineering and mathematics (STEM) careers and this information needs to be part of science curricula (Andersen & Ward, 2014;Holmegaard, Madsen & Ulriksen, 2014) An effective method to provide career counselling is using advanced technology such as promotional videos (Harris-Bowlsbey & Sampson, 2005) and implementing career-related examples in teaching core curriculum (Orthner, Jones-Sanpei, Akos & Rose, 2012).…”

Students’ Perception of Learning Stem-Related Subjects Through Scientist-Teacher-Student Partnership (Stsp)

“…According to Ergün (2019), the STEM career interest of students can be developed in a positive manner by giving them sufficient occupational guidance about their STEM careers. Thus, STEM career awareness should be a focus for improvement in STEM education, as suggested by Knowles, Kelley and Holland (2018) and Salonen et al (2017).…”

Teachers Co-Designing and Implementing Career-Related Instruction

“…The results reveal that the students found that the scenario starting the instruction was relevant for them personally and for society. Their perceived high vocational relevance, particularly with vocational knowledge, suggests that it is possible for this kind of instruction to correct possibly existing career stereotypes [29,30]. According to the teachers and students, it seems that the problem assigned to the students personally by the dentist had an impact on students' interest in the following learning activities.…”

“…Science career stereotypes still exist [29,30] and school science fails to eliminate these stereotypes and emphasize women's role in science [31]. Therefore, science education should focus on introducing, not only well-known careers such as chemists and physicians, but also less visible science occupations in everyday life [32].…”