The effect of inquiry-based learning experiences on adolescents’ science-related career aspiration in the Finnish context

Kang, Jingoo; Keinonen, Tuula

doi:10.1080/09500693.2017.1350790

Cited by 50 publications

(57 citation statements)

References 41 publications

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“…These multiple dimensions of self-concept somehow correlate with each other, but the mean correlation among them is weak, at less than 0.10 (Marsh and Shavelson 1985). In addition, a lot of research has shown that students' achievements in particular school subjects such as science or mathematics were greatly affected by academic rather than nonacademic self-concept (e.g., Marsh 1992; Kang and Keinonen 2017). Furthermore, other studies indicated that students' self-concept of, for instance, science ability increased the aspiration for student engagements in further study or work in that field (Guo et al 2017;Kang and Keinonen 2017;Sahin et al, 2017).…”

Section: Role Of Self-concept and Interest In Promoting Science Aspirmentioning

confidence: 99%

“…In addition, a lot of research has shown that students' achievements in particular school subjects such as science or mathematics were greatly affected by academic rather than nonacademic self-concept (e.g., Marsh 1992; Kang and Keinonen 2017). Furthermore, other studies indicated that students' self-concept of, for instance, science ability increased the aspiration for student engagements in further study or work in that field (Guo et al 2017;Kang and Keinonen 2017;Sahin et al, 2017). Thus, in this study, we focus on students' academic self-concept in science and its relationship to interest and future aspirations in science.…”

Section: Role Of Self-concept and Interest In Promoting Science Aspirmentioning

confidence: 99%

“…In addition, gender was a significant predictor of the students' intention, both in year 8 and in year 10, as boys presented higher aspirations to study physics than girls. In the Finnish context, Kang and Keinonen (2017) examined the effect of self-concept and interest as well as outcome expectation on science career aspiration at age 15 and found that high self-concept and interest led to high career aspiration. Interestingly, although boys indicated higher self-concept, girls presented greater intentions to pursue science careers.…”

Section: Early Aspirations Toward Science Education and Careersmentioning

confidence: 99%

“…Similarly, the social cognitive career theory (SCCT) (Lent et al 1994) suggests that one's competency belief in certain tasks influences taskrelated interest, and eventually one chooses a profession in which one has relatively high competence and interest in a specific field. Accordingly, these two constructs have gained much attention and have been used in predicting students' educational and career choices in science education (Kang and Keinonen 2017;Tytler 2014). Although a lot of research and theories have revealed interdependence between interest and self-concept, the causal relationship between interest and self-concept is still under debate (Bong et al 2015).…”

Section: Introductionmentioning

confidence: 99%

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Role of Interest and Self-Concept in Predicting Science Aspirations: Gender Study

2019

Self Cite

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According to previous theories and studies, interest and self-concept at an early age have played a pivotal role in occupational choices, especially in the fields of science, technology, engineering, and mathematics. However, a causal relationship between interest, self-concept, and aspirations in science is still under debate. In addition, few studies have focused on gender differences in these relationships. Therefore, this study aimed to explore the relationships between interest and selfconcept in predicting science aspirations between ages 13 and 16 at lower-secondary school, considering gender differences. For the analyses, we conducted cross-lagged modeling and multigroup structural equation modeling in order to examine interrelationships between interest, selfconcept, and science aspirations. According to the results, students' self-concept was high and stable, while interest was low but increased significantly during the lower-secondary school phases. However, there were no reciprocal relationships between interest and self-concept in predicting students' science aspirations. Interestingly, while girls' interest was indicated as a sound predictor of aspirations in science, girls' self-concept had no predictive influence on aspirations. Possible interpretations and implications of the study for lower-secondary science education are discussed.

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Section: Role Of Self-concept and Interest In Promoting Science Aspirmentioning

confidence: 99%

Section: Role Of Self-concept and Interest In Promoting Science Aspirmentioning

confidence: 99%

Section: Early Aspirations Toward Science Education and Careersmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Role of Interest and Self-Concept in Predicting Science Aspirations: Gender Study

2019

Self Cite

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“…In addition, interest, engagement and relevance influence students' future career aspirations [33]. Several studies [34][35][36] conclude that school science has an impact on students' future career choices. In addition, Dewitt and Archer [37] argue that it is not always the positive attitudes that drive students towards scientific careers.…”

Section: Science Education Promoting Career Awarenessmentioning

confidence: 99%

Teachers Co-Designing and Implementing Career-Related Instruction

2019

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Teachers encounter the challenge of how to provide students adequate awareness of science-related careers. Therefore, innovative teaching material for promoting science-related careers needs to be designed. Educational innovations can be successful if teachers experience ownership and agency towards the designed teaching material. In this case study, a multi-professional group of two science teachers, a researcher, and a dentist co-designed instruction including a career presentation and relevant information about field-specific education and skills needed by a professional in that field. We refer to this as career-related instruction. The designed learning unit includes a scenario, inquiries and career-related activities. Teachers' perceptions about co-designing and implementing the learning unit in science education are examined as well as students' perceptions about the scenario. Data consists of teacher interviews and discussions and student questionnaires. A content analysis reveals the teachers' high ownership and agency in co-designing the instruction, which was relevant, interesting and informative for students. It was easy for teachers to implement the learning unit even though they were not involved in every phase of the design process. We conclude that by strengthening teachers' ownership and agency through multi-professional co-designing, relevant and interesting career-related instruction can be designed and implemented.

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Gender differences in high school students' STEM career expectations: An analysis based on multi‐group structural equation model

Wang

Zheng

et al. 2022

J Res Sci Teach

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Gender gaps in STEM fields have been studied for a long time, and the primary focus has been on the relationship among social support (parents and teachers), STEM beliefs (STEM interest belief, self‐efficacy belief, and value belief), and STEM career expectations. Framed in Expectancy‐Value Models, this article aimed to explore how social support affects students' STEM career expectations directly and indirectly through STEM beliefs. Further, a gender study was conducted to examine the differences in structural relations between male and female student groups using multiple‐group structural equation modeling. A total of 798 10th grade students were surveyed in mainland China. The results showed that (1) male students performed better than female students in STEM career expectations, STEM value beliefs, STEM self‐efficacy beliefs, as well as parents' and teachers' support; (2) female students' STEM career expectations could be predicted by parental support, STEM value beliefs, and STEM interest beliefs, while male students' STEM career expectations were positively influenced by parental support, STEM self‐efficacy, and STEM interest beliefs. Hence, there were apparent gender differences regarding STEM interest beliefs, STEM self‐efficacy and their relationship toward future career expectations. Specifically, STEM interest beliefs were positively correlated with STEM career expectations of female students, whereas STEM self‐efficacy could only significantly influence male students' STEM career expectations.

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The effect of inquiry-based learning experiences on adolescents’ science-related career aspiration in the Finnish context

Cited by 50 publications

References 41 publications

Role of Interest and Self-Concept in Predicting Science Aspirations: Gender Study

Role of Interest and Self-Concept in Predicting Science Aspirations: Gender Study

Teachers Co-Designing and Implementing Career-Related Instruction

Gender differences in high school students' STEM career expectations: An analysis based on multi‐group structural equation model

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